Loading...
Publication
Desenvolvimento da consciência fonológica em contexto de jardim de infância - aprender a rimar é possível a brincar
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.49 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório de investigação surgiu no âmbito da unidade curricular Prática de Ensino Supervisionada, do Mestrado em Educação Pré-Escolar e intitula-se Desenvolvimento da consciência fonológica em contexto de Jardim de Infância - Aprender a rimar é possível a brincar. O estudo foi realizado num Estabelecimento de Ensino Particular, em Faro, com um grupo de crianças com idades compreendidas entre os 4 e os 5 anos.
Em contexto de jardim de infância, durante a prática, verificámos que uma das necessidades do grupo era desenvolver a consciência fonológica. A educadora sugeriu que realizássemos um espaço de partilha de lengalengas e trava-línguas. Nestes textos, verificámos algo em comum: as rimas.
As rimas para além de serem muito apelativas para as crianças, contribuem para o desenvolvimento da consciência fonológica. Neste sentido, colocámos as seguintes questões: Será que um grupo de 4/5 anos consegue identificar rimas? Será possível estimular a sensibilidade à rima?
Os objetivos do presente estudo são: avaliar a capacidade de identificação de rimas por parte de crianças com 4/5 anos; colocar as crianças em contacto com situações de rima, através de materiais diversos: lengalengas, histórias, canções e jogos; produzir e aplicar jogos didáticos que utilizem as rimas e avaliar o impacto dos vários materiais ao nível da noção de rima.
A metodologia utilizada na investigação assume uma natureza mista, pois a investigação apresenta um estudo interpretativo e descritivo (método qualitativo), mas, concomitantemente, também apresenta um lado concreto e objetivo (método quantitativo). A recolha de dados incidiu nos seguintes instrumentos: observação participante; notas de campo; documentação e baterias de avaliação.
Os resultados demonstram que as crianças desenvolveram a noção de rima, depois de realizar as atividades propostas.
The present investigation report was written during the lessons of the curricular unit Prática de Ensino Supervisionada, in the Pre-School Education master’s degree at the Algarve’s University and its title is The development of the phonological awareness in the kindergarten – Learning how to rhyme is possible through playing. The study took place in a for profit educational establishment located in Faro with a group of children aged 4 to 5. In the kindergarten context, during the practice we identified the development of the phonological awareness as one of the group’s needs. The kindergarten teacher suggested that we started an activity in which we shared nursery rhymes and rhyming games. In the texts we checked something in common, the rhymes. Besides being appealing to the children, the rhymes simultaneously improve the development of phonological awareness. In this sense, we asked the following questions: Will a group of 4 or 5 year old children identify rhymes? Will it encourage the rhyme sensibility? The goals of the present study are: to assess the ability of 4 or 5 year old children to identify rhymes; to place children in touch with rhyme situations, using different materials: nursery rhymes, rhyming games, stories and songs; to produce and to apply educational games that used rhymes; to assess the impact of several different materials in terms of rhyme notion. The methodology used in the investigation can be defined as mixed nature, in other words, the investigation presents a more interpretative and descriptive study (qualitative method), but simultaneously it also presents a concrete and objective side (quantitative method). The data collection focused on the following instruments: participant observation, field notes, documentation and assessment tests. The results evidenced that the children developed a rhyme notion after accomplishing the proposed activities.
The present investigation report was written during the lessons of the curricular unit Prática de Ensino Supervisionada, in the Pre-School Education master’s degree at the Algarve’s University and its title is The development of the phonological awareness in the kindergarten – Learning how to rhyme is possible through playing. The study took place in a for profit educational establishment located in Faro with a group of children aged 4 to 5. In the kindergarten context, during the practice we identified the development of the phonological awareness as one of the group’s needs. The kindergarten teacher suggested that we started an activity in which we shared nursery rhymes and rhyming games. In the texts we checked something in common, the rhymes. Besides being appealing to the children, the rhymes simultaneously improve the development of phonological awareness. In this sense, we asked the following questions: Will a group of 4 or 5 year old children identify rhymes? Will it encourage the rhyme sensibility? The goals of the present study are: to assess the ability of 4 or 5 year old children to identify rhymes; to place children in touch with rhyme situations, using different materials: nursery rhymes, rhyming games, stories and songs; to produce and to apply educational games that used rhymes; to assess the impact of several different materials in terms of rhyme notion. The methodology used in the investigation can be defined as mixed nature, in other words, the investigation presents a more interpretative and descriptive study (qualitative method), but simultaneously it also presents a concrete and objective side (quantitative method). The data collection focused on the following instruments: participant observation, field notes, documentation and assessment tests. The results evidenced that the children developed a rhyme notion after accomplishing the proposed activities.
Description
Keywords
Educação pré-escolar Desenvolvimento da consciência fonológica Rimas Atividade lúdica.