This study sought to determine if visual perceptual training could be effectively used to improve the school readiness skills of kindergarten children.

This thesis describes a research study which the Investigator prepared and documented. It involved two groups of five kindergarten children who were prepared by the Investigator to view one artwork in a museum. Children were prepared to view the artwork by exploring and solving open-ended design problems with large shapes, one-third the size of those in the artwork. The Investigator guided children to respond to the artwork through inquiry and discovery activities related to the artwork's specific characteristics. Findings revealed that kindergarten children enjoyed exploring large shapes and were capable of solving collaborative design problems with the shapes, which prepared them to respond to an artwork with similar shapes.

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Made available in DSpace on 2016-04-28T18:23:29Z (GMT). No. of bitstreams: 1 Ana M Linguevis.pdf: 4865670 bytes, checksum: 3d16c471812aa80559aede4081337443 (MD5) Previous issue date: 2007-05-18 / For a long time both private schools and language institutes have been teaching English for kindergarteners and nowadays we face this phenomenon also in the public schools in the State of Sao Paulo. This research aims to describe and interpret the phenomenon of teachinglearning English for children. The theoretical framework that orients the research is: Theories proposed by Vygotsky (1930/1998;1934/1987;1925/2001), Bakthins concept of language (1929/2004;1979/2003), the role of a foreign language expressed by the Parâmetros Curriculares Nacionais - Língua Estrangeira (Brasil, 1998), the Referencial Curricular Educação Infantil (1998), Escola Tempo Integral (2006), Celani (2001;2003;2004), Freire (1986;1993;1996), Kumaravadivelu (1994;2001), Canagarajah (2002), Claxton (2000), Allwright (2003), and Higgins (2003). This study is based on the Hermeneutic-Phenomenological Approach proposed by van Manen (1990). The results of the interpretations reveal that the phenomenon in focus shows the need of a pedagogical practice of learning-teaching English that includes a vision of language that guides the children towards the ownership of the language (Higgins, 2003) and shows that the structure of the phenomenon in focus consists of one major theme: inquiries / Esta dissertação tem o objetivo de descrever e interpretar o fenômeno de ensino-aprendizagem de Língua Inglesa em uma sala da Educação Infantil-II em uma escola particular da região Grande São Paulo, de forma a propor uma reflexão sobre visões de ensino-aprendizagem e de linguagem desvinculadas do contexto sócio-histórico-cultural. Fundamenta-se nas concepções de ensino-aprendizagem e na concepção de arte de Vygotsky (1930/1998; 1934/1987; 1925/2001); nas concepções de linguagem e de arte e no conceito de exotopia de Bakhtin (1929/2004; 1979/2003); nas concepções de ensino-aprendizagem de língua estrangeira de Kumaravadivelu (1994; 2001), Canagarajah (2002), Higgins (2003), Allwright (2003; 2006), Claxton (2000); nos estudos da educação reflexivo-crítica apresentados por Celani (2001; 2003; 2004) e Freire (1986; 1993; 1996); no papel das línguas estrangeiras na educação segundo os Parâmetros Curriculares de Língua Estrangeira (1998); nas indicações sobre a educação de crianças presentes no Referencial Curricular de Educação Infantil (1998) e nas diretrizes da Escola de Tempo Integral (2006) que asseguram a inserção de Língua Inglesa nas primeiras séries do ciclo I do Ensino Fundamental na escola pública do estado de São Paulo. O caminho metodológico seguido para a descrição e interpretação dos dados gerados foi o hermenêutico-fenomenológico (Van Manen, 1990). A descrição e interpretação dos dados gerados apontam a necessidade de uma prática pedagógica de ensino-aprendizagem de Língua Inglesa somada a uma visão de linguagem que valorize e oportunize (Higgins,2003) o que de fato as crianças fazem na Educação Infantil e revelam que o fenômeno de ensinoaprendizagem de Língua Inglesa para crianças da Educação Infantil se estrutura neste momento sócio-histórico no macro-tema questionamentos que se manifesta no âmbito das diferentes inter-relações

Cruciale dans les apprentissages scolaires, la mémoire de travail (MDT) se développe avec l’avancée en âge. De précédente études ont démontré que la négligence du but contribuait au faible contrôle exécutif des enfants d’âge préscolaire. Par conséquent, présenter des indices de but durant une tâche améliore les performances des enfants dans des tâches d’inhibition et de flexibilité. Paradoxalement, quasiment aucune étude ne s’est interrogée sur le rôle que pourrait jouer un défaut de maintien du but dans les faibles performances des enfants les plus jeunes lors de tâches de MDT. Dans cette thèse, ce sujet a été traité en introduisant, durant la réalisation de tâches de MDT, des indices de but pouvant être exogènes (visuels ou auditivo-verbaux), exogènes et associés à un indiçage endogène (effectuer une gestuelle porteuse de sens), ou prendre la forme d’un jeu de rôle. Les résultats ont indiqué 1) que les enfants d’âge préscolaire répétaient plus fréquemment en présence d’un indiçage visuel sans toutefois que cela n’impacte les scores de rappel ; 2) qu’une association d’un indiçage exogène à un indiçage endogène améliore la MDT des enfants ; 3) qu’effectuer en premier une condition de jeu de rôle permettait aux enfants de conserver le même niveau de performances en MDT dans une condition subséquente sans jeu de rôle. Toutefois, A) un indiçage auditivo-verbal a détérioré les performances de rappel des enfants ; B) l’effet bénéfique de l’association des indiçages exogène et endogène n’a pas été reproduit ; C) l’effet bénéfique du jeu de rôle observé dans les études d’Istomina (1948) et de Bertrand et Camos (2015) ne fut pas répliqué. / Crucial in academic learning, working memory (WM) develops with age. Previous studies have shown that goal neglect contributed to kindergarteners’ poor executive control. Hence, presenting goal cues during a task improves children's performance in inhibition and switching tasks. Paradoxically, almost no study has questioned the role that failure to maintain the goal might play in the poor performance of younger children in WM tasks. In this thesis, this topic was been treated by introducing, during the retention interval in a Brown-Peterson task and in a simple or complex span task, goal cues that can be exogenous (visual or auditory-verbal), exogenous associated to an endogenous cueing (perform meaningful gestures) or taking the form of a role play. Results showed that 1) preschoolers rehearsed more frequently with a visual cue without improvement in their recall performance; 2) an association of an exogenous cue with an endogenous cue has improved kindergarteners’ WM performance; 3) performing a role play first allowed kindergarteners to maintain the same level of WM performance during a subsequent condition without role playing. However, A) an auditory-verbal cue was detrimental to kindergarteners’ recall; B) the beneficial effect of the association of exogenous and endogenous cues was not replicated; and C) the beneficial effect of role playing observed in Istomina (1948) and Bertrand and Camos (2015) was not replicated. This thesis proposes an opening towards the study of goal maintenance in visuo-spatial complex span tasks contrary to Brown-Peterson verbal tasks.