Made available in DSpace on 2014-12-17T14:36:46Z (GMT). No. of bitstreams: 1 NiveaPOS_DISSERT.pdf: 1003745 bytes, checksum: 6ac5a33f38fe8eb42caad62e5f4e41a1 (MD5) Previous issue date: 2010-10-25 / This dissertation examines the contributions of juvenile literature reading for the problematization of the emotional experiences and conflicts of children at infant education. Its importance consists in providing useful information for the pedagogic work orientated to literature reading at the initial series of basic education, in order to increase the teacher s ability to explore the literary text from its instigating and enriching nature in view of the child s emotional experiences and conflicts. It is methodologically based on the principles of the qualitative research, what characterizes it as a case study. The research focused a level V-infant education class with 28 students in 5-6 age group, at a public school of Natal, State of Rio Grande do Norte (Brazil). The used resources were: audio recording, field diary, and interviews. Seventeen classes were carried out and they consisted in reading sessions of classic and contemporaneous tales, fables, and legends which used different didactic strategies. These sessions were developed in accordance with the reading experience through scaffolding instructions as it was described by Graves & Graves. The theoretical references were the studies of Amarilha (1997/ 2006), Bettelheim (2004), Coelho (1987/2000), Dam?sio (2005), Del Nero (2003), Eco (1994/2006), Held (1980), Iser (1996), Jauss (2002), Stierle (2002), Wallon (2007), Telles (2006), Yunes (2003), and Zilberman (1987). The analyses showed that literary reading in class is a special environment for inclusion of the reader s subjectivity; as well as the inclusion of their emotional experiences and their conflicts within the story by way of helping children think and become suitable for dealing with their inner feelings. The literary reading is presented as an experiential and formative activity which helps children understand their emotions through a process of identification, exteriorization, and catharsis; what implies that the esthetic experience from the text makes possible the reader s self-knowledge and increases the perception of his inner feelings and objective reality so that this reader has emotional capital to deal with life difficulties. It is important to highlight that the discussions carried out in the class represented a field of sharing experiences through which each reader had the chance to present their experience of life to the others, including their sorrows and sufferings, in order to help them to develop best strategies to deal with the social environment / Esta disserta??o investiga as contribui??es da leitura de literatura infantil na problematiza??o das experi?ncias e conflitos emocionais de crian?as de educa??o infantil. Sua relev?ncia consiste em oferecer subs?dios ao trabalho pedag?gico com a leitura de literatura nas s?ries iniciais, com o intuito de ampliar a compet?ncia do professor para explorar o texto liter?rio em sua natureza problematizadora e enriquecedora das experi?ncias e conflitos emocionais da crian?a. Respalda-se, metodologicamente, nos princ?pios da pesquisa qualitativa, caracterizando-se como um estudo de caso. A pesquisa realizou-se em uma turma de n?vel V de educa??o infantil, com 28 alunos de faixa et?ria de 5 e 6 anos de idade, em escola p?blica de Natal-RN (Brasil). Os instrumentos utilizados foram: grava??o em ?udio, di?rio de campo, entrevistas. As aulas realizadas se constitu?ram em 17 sess?es de leitura de contos cl?ssicos, contempor?neos, f?bulas e lendas, com a utiliza??o de diferentes estrat?gias did?ticas. Essas sess?es foram desenvolvidas conforme a experi?ncia de leitura por andaime (scaffolding), descrita por Graves & Graves. Tomou-se como referencial te?rico os estudos de Amarilha (1997/ 2006), Bettelheim (2004), Coelho (1987/2000), Dam?sio (2005), Del Nero (2003), Eco (1994/2006), Held (1980), Iser (1996), Jauss (2002), Stierle (2002), Wallon (2007), Telles (2006), Yunes (2003), Zilberman (1987). As an?lises assinalaram que a leitura de literatura em sala de aula se constituiu como um territ?rio privilegiado de inclus?o da subjetividade do leitor, das suas experi?ncias emocionais e de seus conflitos na trama da hist?ria, de forma a auxiliar as crian?as a refletirem e se apropriarem de estrat?gias para lidar com sua realidade interior. Evidencia a leitura liter?ria como atividade experiencial e formativa, que auxilia a crian?a a compreender sua realidade emocional, atrav?s do processo de identifica??o, exterioriza??o e catarse, em que a experi?ncia est?tica, proposta pelo texto, propicia ao leitor o autoconhecimento, ampliando a percep??o sobre sua realidade interior e exterior e lhe oferecendo capital emocional para lidar com as adversidades da vida. ? salutar destacar que as discuss?es propostas em sala de aula se configuraram como campo de confronto de experi?ncias, em que os leitores tiveram a possibilidade de compartilhar suas viv?ncias, suas dores e seus sofrimentos com outros que experienciaram os mesmos problemas, auxiliando-os na constru??o de estrat?gias que melhor orientem sua atua??o sobre o meio

Syftet med denna uppsats är att undersöka lärares inställning till digitala verktyg i läs- och skrivundervisningen. Syftet är också att undersöka hur lärare anser att digitala verktyg kan påverka elevers läs- och skrivutveckling. Genom kvalitativa intervjuer med lärare som undervisar i svenskämnet i årskurs 4–6 visar undersökningen att lärares inställning till att använda digitala verktyg i läs- och skrivundervisningen är positiv överlag och framför allt gäller det i skrivundervisningen. Enligt informanterna motiveras eleverna till skrivandet och till att bearbeta sina texter när det görs genom digitala verktyg. Samtidigt finns det också enligt informanterna vissa negativa aspekter med användningen av digitala verktyg såsom att handstilen försämras och att digitala verktyg kan leda till onödig distraktion av olika hemsidor. Sammanfattningsvis visar studien att de intervjuade lärarna inte anser att digitala verktyg. / The aim of this study is to examine teachers’ attitudes towards the use of digital tools in the teaching of reading and writing. The aim is also to find out how teachers perceive the impact of digital tools on pupils’ development in reading and writing. Based on semi-structured interviews with teachers teaching Swedish in year 4-6, the study finds that teachers’ attitudes towards digital tools is positive overall, especially in relation to the teaching of writing. According to the informants, digital tools provide motivation for pupils to write and rework their texts. However, the informants also addressed certain negative aspects of the use of digital tools, such as possible deterioration in pupils’ handwriting and unnecessary distraction of different web pages. To sum up, the study shows that the interviewed teachers do not think that digital tools alone, have any great effect on pupils’ development in reading and writing. Rather, the teachers believe that a varied approach to teaching is necessary and that digital tools can be useful in such an approach.

Our research follows up longitudinal study of doc. PhDr. Gabriela Seidlová Málková, Ph.D. on Faculty of humanities, Charles University. In the years 2010-2012 four subsequent research of 127 preschool children age 3,5 - 5,5 years took place. In 2017 we succeeded in searching for 40 children attending at that time 5th class in elementary school. We captured current abilities of that children, especially reading. Our interest was to investigate decoding and reading comprehension. In agreement with previous research results we found out, that reading comprehension relates statistically significantly to decoding skill, listening comprehension, vocabulary, language awareness and nonverbal intelligence (all in elementary school). Based on the tests in nursery school, we divided children to three groups, and we described two outer - more (Comparative group) and less (Deficit group) language equipped. We traced reading profiles of these two groups in elementary school (5th grade). Keywords: language skills, reading literacy, reading comprehension, reading abilities, diagnostics of reading, development of reading skills, decoding

The Diploma Thesis Teacher's Creativity in the Educational process at Primary School for Students with Mild Intellectual Disabilities deals with the development of reading skills and competency of students through the reading workshop technique. The thesis is divided in two parts. The first theoretical part is focused on the definition of the basic terms, such as creativity, creative teaching, creative teacher, educational process, and so on. Furthermore, it focuses on the theoretical concepts of the reading workshop technique. In the practical part, which is taken as a case study, the author examines the practical use of reading workshop technique, through which she tries to improve the reading competency of students. The second part is focused on the reading workshop technique functionality in practice. Particularly, the author deals with the practical application of the reading workshop technique on students at Primary School for Students with Mild Intellectual Disabilities.

The thesis thema is "Fairy Tales activities in kindergarten: Hansel and Gretel". Theoretical part of this thesis displays the definition of fairy tale and specifications of the preschool age. The goal of practical part is to compare different versions of the fairy tale and chose the best one for preschool age childern. Next step then is preparation of project foccused on children skills developement by work with fairy tale Hansel and Gretel. Organisation of lessons in the ordinary kindergarden. Summary of the project and recomendation for praxis. Methhods as interview and observation has been used. Childern have been developping six types of inteligence by participation in this project, they also developed their ideas presentation in the group and also in comunication with the teacher. KEYWORDS: pre-reading literacy, work with book, dramatization of fairy tales, development of reading methods pre-reading literacy, Hansel and Gretel