Experiências de contacto dos bebés com a linguagem escrita
Palavras-chave:
Literacia emergente, Literacia familiar, InfânciaResumo
Este estudo exploratório visa descrever as experiências de literacia de bebés entre os 14 e os 25 meses. Analisam-se quatro questões, que experiências envolvendo a linguagem escrita no seio familiar são proporcionadas aos bebés, qual o valor que os Pais lhes atribuem, como percecionam o seu papel na promoção do desenvolvimento literácito dos filhos e como podem contribuir para o desenvolvimento da literacia dos mesmos. Adotou-se uma metodologia qualitativa, com recurso à análise de conteúdo categorial das respostas, dadas por seis mães em entrevista individual e semiestruturada. Concluiu-se que estas mães valorizam e incluem nas suas práticas ações facilitadoras e de mediação de experiências de literacia por parte dos seus bebés, notando-se alguma variabilidade em função das respetivas habilitações académicas.
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Referências
Baker, L., Serpell, R., & Sonnenschein, S. (1995). Opportunities
for literacy learning in the homes of urban preschoolers. In L.
M. Morrow (Ed.), Family Literacy: Connections in Schools
and Communities (pp. 236-252). Newark, DE: International
Reading Association.
Baker, L., Mackler, K., Sonnenschein, S., & Serpell, R. (2001).
Parents’ interactions with their first-grade children during
storybook reading and relations with subsequent home
reading activity and reading achievement. Journal of School
Psychology, 39(5), 415-438.
Bardin, L. (2004). Análise de Conteúdo. Lisboa: Edição 70.
Benseman, J. (2002). Family Literacy in Manakau City: First
formative and process evaluation report. School of Education,
University of Auckland. Retrieved from http://www.
lifelonglearning.co.nz
Benseman, J. (2003). Family Literacy Programmes Pilot
Implementation: Interim (Second) Formative and Process
Evaluation Report. Centre for Continuing Education, University
of Auckland. Retrieved from http//www.lifelonglearning.co.nz.
Carter, D., Chard, D., & Pool, J. (2009). A family strengths approach
to early language and literacy and low-income African
American pre-schoolers’ skills. New Directions for Child and
Adolescent Development, 92, 73-87.
Cochran-Smith, M. (1984). The making of a reader. Norwood,
NJ: Ablex.
Christensen, L. B. (2007). Experimental methodology. Boston:
Pearson.
Cruz, J., & Ribeiro, I. (2009). Práticas de literacia familiar em idade
pré-escolar. In I. Ribeiro & F. L. Viana (Eds.), Dos leitores
que temos aos leitores que queremos. Ideias e projectos para
promover a leitura (pp. 75-113). Coimbra: Edições Almedina,
SA.
Gadsden, V. L. (1998). Family cultures and literacy learning. In J.
Osbon & F. Lehr (Eds.), Literacy for all-issues in teaching and
learning (pp. 32-72). New York: Guilford Press.
Hannon, P. (1995). Literacy, home and school. London: Falmer
Press.
Hannon, P. (2000). Reflecting on literacy in education. New York:
Routledge Falmer.
Hannon, P., Weinberger, J., & Nutbrown, C. (1991). A study of work
with parents to promote early literacy development. Research
Papers in Education, 6(2), 77-97.
Hannon, P., & Nutbrown, C. (1997). Teachers use of a conceptual
framework for early literacy education involving parents.
Teacher Development, 1(3), 405-420.
Hess, R. D., & Holloway, S. D. (1984). Family and school as
educational institutions. In R. D. Parke (Ed.), Review of Child
Development Research, 7: The Family (pp. 179-222). Chicago:
University of Chicago Press.
Lynch, J. (2009). Print literacy engagement of parents from
low-income backgrounds: Implications for adult and family
literacy programs. Journal of Adolescent & Adult Literacy,
52(6), 509-521.
Martins, M. A. (1996). Pré-história da aprendizagem da leitura.
Lisboa: Instituto Superior de Psicologia Aplicada.
Mata, L. (2006). Literacia Familiar. Porto: Porto Editora.
Moreira, M. F. (2007). Experiências de literacia dos bebés entre os
0 e os 24 meses. (Unpublished master´s thesis). Universidade
do Minho, Portugal..
Moreira, F., & Ribeiro, I. (2009). Envolvimento parental na génese
do desenvolvimento da literacia. In I. Ribeiro & F. L. Viana
(Eds.), Dos leitores que temos aos leitores que queremos. Ideias
e projectos para promover a leitura (pp. 45-73). Coimbra:
Edições Almedina, SA.
Morrow, L. M. (Ed.). (1995). Family literacy: Connections in
schools and communities. New Brunswickm, N. J.: Rutgers
University.
National Adult Literacy Agency. (2004). Working Together:
Approaches to family literacy. Ireland: NALA.
Saracho, O. (1999). Families’ involvement in their children’s
literacy development. Early Child Development and Care,
153, 121-126.
Saracho, O. (2002). Family literacy: Exploring family practices.
Early Child Development and Care, 172(2), 113-122.
Sénéchal, M., & LeFevre, J. (2001). Storybook reading and parent
teaching: Links to language and literacy development. New
Directions for Child and Adolescent Behavior, 92, 39-51.
Sénéchal, M., & LeFevre, J. (2002). Parental involvement in
the development of children’s reading skill: A five-year
longitudinal study. Child Development, 73(2), 445-460.
Sénéchal, M. (2006). The effect of family literacy interventions on
children’s acquisition of reading. From Kindergarten to grade
3. New Hampshire: National Institute for Literacy.
Skage, S, (1995). A Practical Guide to Family Literacy-Definitions
and discussions. Family Literacy Action Group Alberta.
Retrieved from http//www.nalds.ca/CLR/Pgfl/page 6-9.htm
Sonnenschein, S., & Munsterman, K. (2002). The influence of
home-based reading interactions on 5-years-old’s reading
motivations and early literacy development. Early Childhood
Research Quarterly, 17, 318-337.
Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading
difficulties in young children. Washington, DC: National
Academy Press.
Taylor, D. (1983). Family literacy: The social context of learning
to read and write. Exeter, NH: Heinemann.
Teale, W. H. (1984). Reading to young children: Its significance
for literacy development. In H. Goelman, A. Oberg & F.
Smith (Eds.), Awakening to literacy (pp. 110-121). London:
Heinemann.
Teale, W. H., & Sulzby, E. (Eds.). (1986). Emergent literacy: Writing
and reading. Norwood, NJ: Ablex.
for literacy learning in the homes of urban preschoolers. In L.
M. Morrow (Ed.), Family Literacy: Connections in Schools
and Communities (pp. 236-252). Newark, DE: International
Reading Association.
Baker, L., Mackler, K., Sonnenschein, S., & Serpell, R. (2001).
Parents’ interactions with their first-grade children during
storybook reading and relations with subsequent home
reading activity and reading achievement. Journal of School
Psychology, 39(5), 415-438.
Bardin, L. (2004). Análise de Conteúdo. Lisboa: Edição 70.
Benseman, J. (2002). Family Literacy in Manakau City: First
formative and process evaluation report. School of Education,
University of Auckland. Retrieved from http://www.
lifelonglearning.co.nz
Benseman, J. (2003). Family Literacy Programmes Pilot
Implementation: Interim (Second) Formative and Process
Evaluation Report. Centre for Continuing Education, University
of Auckland. Retrieved from http//www.lifelonglearning.co.nz.
Carter, D., Chard, D., & Pool, J. (2009). A family strengths approach
to early language and literacy and low-income African
American pre-schoolers’ skills. New Directions for Child and
Adolescent Development, 92, 73-87.
Cochran-Smith, M. (1984). The making of a reader. Norwood,
NJ: Ablex.
Christensen, L. B. (2007). Experimental methodology. Boston:
Pearson.
Cruz, J., & Ribeiro, I. (2009). Práticas de literacia familiar em idade
pré-escolar. In I. Ribeiro & F. L. Viana (Eds.), Dos leitores
que temos aos leitores que queremos. Ideias e projectos para
promover a leitura (pp. 75-113). Coimbra: Edições Almedina,
SA.
Gadsden, V. L. (1998). Family cultures and literacy learning. In J.
Osbon & F. Lehr (Eds.), Literacy for all-issues in teaching and
learning (pp. 32-72). New York: Guilford Press.
Hannon, P. (1995). Literacy, home and school. London: Falmer
Press.
Hannon, P. (2000). Reflecting on literacy in education. New York:
Routledge Falmer.
Hannon, P., Weinberger, J., & Nutbrown, C. (1991). A study of work
with parents to promote early literacy development. Research
Papers in Education, 6(2), 77-97.
Hannon, P., & Nutbrown, C. (1997). Teachers use of a conceptual
framework for early literacy education involving parents.
Teacher Development, 1(3), 405-420.
Hess, R. D., & Holloway, S. D. (1984). Family and school as
educational institutions. In R. D. Parke (Ed.), Review of Child
Development Research, 7: The Family (pp. 179-222). Chicago:
University of Chicago Press.
Lynch, J. (2009). Print literacy engagement of parents from
low-income backgrounds: Implications for adult and family
literacy programs. Journal of Adolescent & Adult Literacy,
52(6), 509-521.
Martins, M. A. (1996). Pré-história da aprendizagem da leitura.
Lisboa: Instituto Superior de Psicologia Aplicada.
Mata, L. (2006). Literacia Familiar. Porto: Porto Editora.
Moreira, M. F. (2007). Experiências de literacia dos bebés entre os
0 e os 24 meses. (Unpublished master´s thesis). Universidade
do Minho, Portugal..
Moreira, F., & Ribeiro, I. (2009). Envolvimento parental na génese
do desenvolvimento da literacia. In I. Ribeiro & F. L. Viana
(Eds.), Dos leitores que temos aos leitores que queremos. Ideias
e projectos para promover a leitura (pp. 45-73). Coimbra:
Edições Almedina, SA.
Morrow, L. M. (Ed.). (1995). Family literacy: Connections in
schools and communities. New Brunswickm, N. J.: Rutgers
University.
National Adult Literacy Agency. (2004). Working Together:
Approaches to family literacy. Ireland: NALA.
Saracho, O. (1999). Families’ involvement in their children’s
literacy development. Early Child Development and Care,
153, 121-126.
Saracho, O. (2002). Family literacy: Exploring family practices.
Early Child Development and Care, 172(2), 113-122.
Sénéchal, M., & LeFevre, J. (2001). Storybook reading and parent
teaching: Links to language and literacy development. New
Directions for Child and Adolescent Behavior, 92, 39-51.
Sénéchal, M., & LeFevre, J. (2002). Parental involvement in
the development of children’s reading skill: A five-year
longitudinal study. Child Development, 73(2), 445-460.
Sénéchal, M. (2006). The effect of family literacy interventions on
children’s acquisition of reading. From Kindergarten to grade
3. New Hampshire: National Institute for Literacy.
Skage, S, (1995). A Practical Guide to Family Literacy-Definitions
and discussions. Family Literacy Action Group Alberta.
Retrieved from http//www.nalds.ca/CLR/Pgfl/page 6-9.htm
Sonnenschein, S., & Munsterman, K. (2002). The influence of
home-based reading interactions on 5-years-old’s reading
motivations and early literacy development. Early Childhood
Research Quarterly, 17, 318-337.
Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading
difficulties in young children. Washington, DC: National
Academy Press.
Taylor, D. (1983). Family literacy: The social context of learning
to read and write. Exeter, NH: Heinemann.
Teale, W. H. (1984). Reading to young children: Its significance
for literacy development. In H. Goelman, A. Oberg & F.
Smith (Eds.), Awakening to literacy (pp. 110-121). London:
Heinemann.
Teale, W. H., & Sulzby, E. (Eds.). (1986). Emergent literacy: Writing
and reading. Norwood, NJ: Ablex.
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Publicado
2015-09-03
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Moreira, M. F., & Ribeiro, I. S. (2015). Experiências de contacto dos bebés com a linguagem escrita. Psicologia: Teoria E Pesquisa, 31(1). Recuperado de https://periodicos.unb.br/index.php/revistaptp/article/view/18133
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