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Publication
Práticas de literacia familiar e crenças de autoeficácia parental: caracterização e a sua relação com os conhecimentos de literacia emergente de crianças do ensino pré-escolar
Advisor(s)
Abstract(s)
O presente estudo teve como objetivos principais caracterizar os conhecimentos de literacia emergente de crianças em idade pré-escolar, caracterizar as práticas de literacia familiar e as crenças de autoeficácia dos pais para proporcionarem atividades em torno da literacia aos seus filhos. Para além disso, procurou-se averiguar possíveis relações entre os conceitos referidos. Participaram no estudo 36 crianças com uma média de idades de 5 anos e 11 meses, de três IPSS diferentes nas quais se encontravam a frequentar o último ano do ensino pré-escolar, e os seus respetivos pais. Os dados para a presente investigação foram recolhidos com recurso a sete instrumentos diferentes: 5 dirigidos às crianças (Conhecimento das Letras; Teste de Linguagem Técnica de Leitura e Escrita; Prova de Funcionalidade da Linguagem Escrita; Entrevista sobre as conceptualizações da Linguagem Escrita; Bateria de Provas Fonológicas) e dois dirigidos aos pais (Escala de Práticas de Literacia Familiar e Escala de Percepção de Autoeficácia Parental relativa a comportamentos promotores de conhecimentos de leitura e escrita). Os principais resultados obtidos neste estudo revelam que as crianças da nossa amostra, mesmo antes de iniciarem o ensino convencional, já possuíam alguns conhecimentos acerca da linguagem escrita, embora, para a grande maioria não se apresentassem, ainda, desenvolvidos de forma muito consistente. Constatou-se alguma diversidade no tipo de práticas de literacia desenvolvidas pelas diferentes famílias, observando-se que as práticas de treino e ensino eram as que com maior frequência os pais referiram utilizar. Também se constatou que quanto mais elevada era a autoeficácia percecionada pelos pais mais frequente era o seu envolvimento nas práticas de literacia. Por fim, observámos que, à exceção do conhecimento do nome das letras, os conhecimentos de literacia emergente das crianças não demonstraram uma associação significativa com as práticas de literacia familiar nem com as crenças de autoeficácia dos pais.
The main goal of this study is to represent and describe the emergent literacy of children attending the last year of pre-school as well as describe the family literacy practices and parents self-efficacy beliefs to provide literacy activities to their children's. In addition, an attempt was also made to ascertain possible relationships between the concepts mentioned before. The number of children included in the study is linked to 36 participants, with an average of 5 years and 11 months across 3 different kindergarten where these children were attending the last year of pre-school, the parents were also covered in the study. The data collected for the presented study was gather using seven different instruments worth the acknowledgment: 5 of them were aimed for the children (Knowledge of Letters; Reading and Writing Technical Language Test; Written Language Functionality Test ; Interview about Written Language Conceptualizations; Battery of Phonological Tests) and 2 were directed to the parents (Family Literacy Practices Scale and Parental Self-Efficacy Perception Scale for behaviours that promote reading and writing knowledge). The essential results achieved in this study reveal the children encompassed in our sample, even before starting conventional education, already had different knowledge traits about the written language, although for the large majority, they were still not very consistent. It was also visible some diversity in the type of literacy practices developed by different families, exposing that training and teaching practices are the ones which parents most often use. It was demonstrated, the higher is the perceived self-efficacy by the parents more often their involvement in literacy practices will be. Finally, it was also observed apart from the knowledge of the name of the letters, children's emergent literacy knowledge does not manifest a significant association with family literacy practices or with the parents self-efficacy beliefs.
The main goal of this study is to represent and describe the emergent literacy of children attending the last year of pre-school as well as describe the family literacy practices and parents self-efficacy beliefs to provide literacy activities to their children's. In addition, an attempt was also made to ascertain possible relationships between the concepts mentioned before. The number of children included in the study is linked to 36 participants, with an average of 5 years and 11 months across 3 different kindergarten where these children were attending the last year of pre-school, the parents were also covered in the study. The data collected for the presented study was gather using seven different instruments worth the acknowledgment: 5 of them were aimed for the children (Knowledge of Letters; Reading and Writing Technical Language Test; Written Language Functionality Test ; Interview about Written Language Conceptualizations; Battery of Phonological Tests) and 2 were directed to the parents (Family Literacy Practices Scale and Parental Self-Efficacy Perception Scale for behaviours that promote reading and writing knowledge). The essential results achieved in this study reveal the children encompassed in our sample, even before starting conventional education, already had different knowledge traits about the written language, although for the large majority, they were still not very consistent. It was also visible some diversity in the type of literacy practices developed by different families, exposing that training and teaching practices are the ones which parents most often use. It was demonstrated, the higher is the perceived self-efficacy by the parents more often their involvement in literacy practices will be. Finally, it was also observed apart from the knowledge of the name of the letters, children's emergent literacy knowledge does not manifest a significant association with family literacy practices or with the parents self-efficacy beliefs.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção do grau de Mestre na especialidade de Psicologia Educacional,
Keywords
Literacia emergente Literacia familiar Práticas de literacia Crenças de autoeficácia parental Emergent literacy Family literacy Literacy practices Parental self-efficacy beliefs