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Verbal repertoire learning at preschool education: an exploratory study

Grant number: 17/09636-6
Support type:Scholarships in Brazil - Master
Effective date (Start): October 01, 2017
Effective date (End): February 28, 2019
Field of knowledge:Humanities - Psychology - Experimental Psychology
Principal researcher:Andréia Schmidt
Grantee:Claudia Daiane Batista Bettio
Home Institution: Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto (FFCLRP). Universidade de São Paulo (USP). Ribeirão Preto , SP, Brazil

Abstract

Education at Preschools and Kindergartens aims to promote the integral development of the child from 0 to 5 years old. Among the dimensions that must be developed there is the language. From Behavior Analysis' perspective, language is verbal behavior. The development of the verbal repertoire depends on an appropriate biological apparatus and the manipulation of ontogenetic and cultural contingencies by the verbal community. Researches in the area, predominantly international, have been indicating that there are characteristics, especially in the interaction between the adult and the child, which, when present, favor the learning of the verbal repertoire. In current Brazilian context, the goals that guide children's education have been rethought, as well as the age at which schooling becomes compulsory. Because of these changes, discussing about the conditions that foster language learning at children's schools is essential. One of the objectives of this study is to evaluate the presence of physical and interaction conditions (adult-child and child-child) that the literature highlights as being important for language learning by children, in the daily life of a municipal school of early childhood education. Moreover, this study aims to compare these same existing conditions, between classes of early childhood education with different age groups (2 years and 4 years old). For that, an exploratory observational field research will be carried out. Two classes of a municipal institution of early childhood education will participate in the study, one with two years old children and another with four. In total, there will be approximately 50 children and their respective teachers. The procedure will involve four steps: i) review of literature about the characteristics of the interaction between adults and children that promote the development of verbal repertoires; ii) entrance into the classrooms and screening with the children, when the researcher will make observations of thirty minutes a day, in the two classes, for a week, so that the participants become accustomed to her presence in the classroom and, the following week, the researcher will carry out individual evaluations of the children; iii) observations in the classrooms of thirty minutes a week, during approximately three months, at times of activities directed by the teacher; iv) devolution to the school about the work done, during a meeting with the institution's teachers for discussing ways to promote verbal repertoire learning for the children, taking into account what is mentioned in the literature and foreseen in the Common National Curricular Basis. The moments of observation in the classrooms will be filmed and the data will be transcribed and categorized with basis on the verbal episodes identified in the relationship between the teacher and his students. In addition to the interaction between teacher and student, the national literature mentions other characteristics that must be present in the child care so that there is a quality education, and these characteristics will also be categorized. The data obtained will be recorded in observation protocols, through event registration, identifying the frequency with which each category appears. These data will be treated using descriptive statistics. (AU)

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Scientific publications
(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)
CLAUDIA DAIANE BATISTA BETTIO; MARINA REZENDE BAZON; ANDRÉIA SCHMIDT. FATORES DE RISCO E DE PROTEÇÃO PARA ATRASOS NO DESENVOLVIMENTO DA LINGUAGEM. Psicol. estud., v. 24, p. -, 2019.

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