The development of verbal repertoires in early childhood education: challenges and possibilities of intervention with universal design for learning

Author(s)

Claudia Daiane Batista Bettio

• Document type: Doctoral Thesis
• Press: Ribeirão Preto.
• Institution: Universidade de São Paulo (USP). Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto (PCARP/BC)
• Defense date: 2023-04-13

Examining board members

Andreia Schmidt; Iasmin Zanchi Boueri; Mônica Helena Tieppo Alves Gianfaldoni; Lidia Maria Marson Postalli

• Advisor: Andreia Schmidt

Abstract

The development of verbal repertoires depends on a complex set of variables. Therefore, this process does not occur in the same ways and at the same speed for all children. These differences demand that Early Childhood Education be a favorable context for students with different characteristics to develop verbal repertoires. But, it depends on teachers arranging appropriate teaching contingencies for all students, which has been challenging. Therefore, this doctoral dissertation aimed to characterize preschool children\'s verbal repertoires development and to evaluate two intervention formats with preschool teachers, helping them to develop inclusive strategies for the development of children\'s verbal repertoires in heterogeneous classes, based on the principles of Universal Design for Learning (UDL), and to verify the intervention effects on teachers\' behavior in a natural teaching environment. Three studies were carried out: in the first one, a characterization of 173 children\'s (29-68 months) verbal repertoires development was carried out, relating different measures; the second evaluated the effects of an individualized intervention with four early childhood education teachers; and the third evaluated a group and online intervention with 17 teachers. Both interventions were analyzed based on observational data about teachers\' use of UDL-based strategies, and Study 3 also assessed lesson plans. Study 1 indicated that most children performed as expected for their age groups, but there was a large variability, even among those with performances \"within the range of normality\" according to the standardized test; this study also clarified relationships among standardized tests and non-standard measures on language, characteristics of children and of their caregivers. Study 2 identified that the intervention, consisting of a workshop and three months of collaborative consultation, had a subtle effect on the frequency with which participants used strategies consistent with the UDL to teach verbal repertoires. Study 3 intervention was a course followed by six synchronous group meetings, and both phases were online. This continuing education program had little effect on the elaboration of teaching plans, whereas it allowed the teachers in the experimental group to conduct classes that were more coherent with their lesson plans. The possibilities and difficulties of continuing education with teachers and the importance of adopting observational measures are discussed, guaranteeing more reliable results on interventions\' impacts. It is highlighted that the purpose of Early Childhood Education teachers to arrange suitable teaching contingencies for the development of their students\' verbal repertoires is relevant and that the existing gaps in the initial and continuing education of these professionals contradict this purpose. (AU)

• FAPESP's process: 19/13179-5 - Intervention with teachers of early childhood education about strategies for developing verbal repertoires in children
• Grantee: Claudia Daiane Batista Bettio
• Support Opportunities: Scholarships in Brazil - Doctorate