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Publication
Queres Escrever Comigo? : um programa construtivista de aprendizagem da escrita com uma criança com Síndrome de Down
Advisor(s)
Abstract(s)
O nosso trabalho teve como objetivo geral elaborar e estruturar um programa de intervenção de cariz construtivista capaz de facilitar o desenvolvimento e a evolução da escrita e da leitura em crianças com Síndrome de Down (SD) em idade escolar. Utilizámos uma metodologia de estudo de caso, com uma criança de 10 anos com Síndrome de Down a frequentar o 4º ano de escolaridade. Num primeiro momento realizámos um pré teste em que foi possível avaliar o grau de conhecimento da criança em relação à leitura e escrita, seguido de um programa de escrita baseado na abordagem sócio-construtivista com 12 sessões, e por fim aplicámos o pós-teste. O intuito da nossa intervenção foi fazer com que, através das atividades de escrita, a criança fosse a construtora do seu conhecimento, promovendo a reflexão sobre a relação entre as palavras escritas e a linguagem oral, tendo o adulto um papel de mediador entre a criança e as aprendizagens. Realizámos uma análise detalhada das atividades e estratégias utilizadas no decorrer do programa de intervenção, assim como apuramos o impacto deste programa na leitura e escrita, da criança com SD.
The objective of our work was to elaborate and estructure a constructivist intervention programme able to facilitate the development and evolution of writing and reading in schoolchild with Down syndrome (DS). We used a case study methodology with a 10-year-old child with Down syndrome in 4th grade of school. At the first moment, we conducted a pre-test in which it was possible to evaluate the child level knowledge in relation to the reading and writing, followed by a writing program based on the socio-consturctivist approach with 12 sessions. Finally, we applied the post-test. The purpose of our intervention was to make the child as builder of his knowledge through writing activities. Which promotes the reflection about the relationship between the written words and oral language with an adult as a mediator between the child and the learning. We conducted a detailed analyses of activities and strategies used in the course of intervention programme, as well as we find out the impact of this programme on reading and writing of the child with DS.
The objective of our work was to elaborate and estructure a constructivist intervention programme able to facilitate the development and evolution of writing and reading in schoolchild with Down syndrome (DS). We used a case study methodology with a 10-year-old child with Down syndrome in 4th grade of school. At the first moment, we conducted a pre-test in which it was possible to evaluate the child level knowledge in relation to the reading and writing, followed by a writing program based on the socio-consturctivist approach with 12 sessions. Finally, we applied the post-test. The purpose of our intervention was to make the child as builder of his knowledge through writing activities. Which promotes the reflection about the relationship between the written words and oral language with an adult as a mediator between the child and the learning. We conducted a detailed analyses of activities and strategies used in the course of intervention programme, as well as we find out the impact of this programme on reading and writing of the child with DS.
Description
Dissertação de Mestrado apresentado no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Mestre de Psicologia Educacional.
Keywords
Síndrome de Down Programa de intervenção Estudo de caso Sócio-construtivista Down Syndrome (DS) Intervention programme Case study Socio-constructivist