A comparative study between old school which is considered to be boring and out of context by (many student) to new school of teaching where divers IT and ICT gadgets are used and their implications in creating a positive teacher student relationship from the very start to promote emergent literacy within preschool class. This ethnographic study examines how two preschool class teachers incorporate both old and new methods to create interest for learning and meaningfulness among their students in accordance with the national goals for education and lifelong learning. How does IT and ICT promote teaching and learning in preschool class? In what ways do teachers incorporate into classroom experiences? What are the group dynamics between teacher- student, and student- and their peers during a classroom scenario with the conventional paper and pen and technological aid?  With these central questions the study was conducted as an participant observation which resulted in preschool class children find it lot easier to communicate not only with teachers but also with their classmates during classroom activities where IT and ICT is incorporated than when teachers take on the role what they call old school which tends to become one-sided.  The results show that creating meaningfulness among ones students is largely based upon the teachers own interest in the focus group. From a socio-cultural perspective, it is evident that terms such as interaction, meaningfulness, symbols and artifacts become central. Results from the study shows even though many in-service teachers and principals are very much for including IT and ICT as teaching resource. Ambiguity of national norms and goals when we talk of preschool classes in the nation could be one the many reasons why they fail to meet their students expectations and demands. This in turn could be one of the considerable reasons for the depression in high school students failing to meet the national educational standards. / Utgångspunkten i detta examensarbete är en jämförande studie mellan gamla skolan och dess undervisningsätt vilken anses vara tråkig och utan sammanhang bland många elever och nya skolans undervisning med IT och IKT som didaktisk undervisningsmetod. Dess konsekvenser för att skapa en positiv relation mellan lärare och elev från första början för att främja framväxande och skrivkunnighet inom förskoleklass.En etnografisk undersökning av hur två förskoleklasslärare gagnar både de gamla och nya metoderna för att skapa intresse för lärande och meningsskapande bland sina elever i enlighet med nationella målen för ett livslångt lärande och hållbar utveckling. Hur främjar IT och IKT lärandet i förskoleklassen? På vilka sätt införlivar lärare upplevelser i klassrummet. Vad är gruppdynamik mellan lärare och elev, samt gruppdynamik mellan eleverna i ett klassrumsscenario med den konventionella papper/penna och tekniska stöd? Med dessa centrala frågor genomfördes studien som en deltagande observation. Detta resulterade i att förskoleklassbarnen tycker att det är mycket lättare att kommunicera inte bara med lärare utan även med sina klasskamrater under klassrumsaktiviteter där IT och IKT ingår än när lärare tar på sig rollen i den så kallade gamla skolan som tenderar att bli ensidig. Resultaten visar att skapa meningsfullhet bland elever till stor del baseras på lärarnas eget intresse i fokusgruppen. Ur ett sociokulturellt perspektiv är det uppenbart att begrepp som interaktion, meningsfullhet, symboler och artefakter blir central. Resultaten från studien visar att det finns ett stort intresse och ambitioner från rektor och lärare att införa bland annat IT och IKT i undervisningen. På grund av tvetydigheten i de nationella målen och normer när man talar om förskoleklass har detta orsakat många lärare och skolor att misslyckas med att uppfylla elevernas förväntningar och krav, vilket i sin tur kan vara en av de stora orsakerna till det ökande antalet gymnasieelever som inte uppfyller de nationella kunskapsmålen i Sverige.

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Made available in DSpace on 2016-06-02T19:46:30Z (GMT). No. of bitstreams: 1 6177.pdf: 2335231 bytes, checksum: 58ec2a3ea4b27cd8d505eefa607d99fb (MD5) Previous issue date: 2014-07-02 / Universidade Federal de Sao Carlos / This study stems from an interest in examining the impact of school inclusion in terms of possible benefits of an academic nature, such as the acquisition of basic learning of reading for students with intellectual disabilities. The study aimed to examine the utilization of skills related to emergent literacy and basic skills of reading presented by a group of students with intellectual disabilities, attending the early elementary grades in regular rooms, and had the support of care specialized education provided in multifunctional features. Also sought to identify the expectations of the resource room s teacher and parents on the acquisition of academic learning by students. The sample consists of five students diagnosed with intellectual disability who attend regular classes of basic education and resource room. The data about the repertoire of reading and writing students were obtained through assessment instruments of knowledge and skills of emerging literacy, phonological awareness and reading and writing skills required in Basic Education. For three of the participants was used the Testing Colored Progressive Matrices Raven - General Scale, to obtain data about their intellectual level. Were used interviews to obtain data about the expectations and conditions relating to learning students' reading, presented by the resource room s teachers and family. The results indicate that students in the sample had familiarity with only a small portion and less critical of set components of emergent literacy and phonological awareness. Students no exhibited no familiarity with the skills of decoding individual words and texts, not reaching the minimum criteria for this stage of reading literacy. Also observed, in relation to the learning experiences of students in the resource room, they do not cover the promotion of relevant components for the acquisition of reading skills. We discuss the implications for the evaluation process and for teaching reading students with intellectual disabilities. / A proposta deste estudo surge do interesse por examinar o impacto da inclusão escolar em termos de possíveis benefícios de natureza acadêmica, como a aquisição das aprendizagens básicas de leitura para alunos com deficiência intelectual. O estudo teve como objetivos examinar o aproveitamento referente às habilidades do letramento emergente e às habilidades de leitura básicas apresentadas por um grupo de alunos com deficiência intelectual, que cursavam as séries iniciais do ensino fundamental em salas regulares, e contavam com o apoio do atendimento de ensino especializado fornecido em salas de recursos multifuncionais. Também buscou identificar as expectativas do professor da sala de recursos e dos pais quanto à aquisição de aprendizagens acadêmicas por parte dos alunos. A amostra é composta por cinco alunos, com diagnóstico de deficiência intelectual, que frequentavam turmas regulares do Ensino Básico e sala de recursos. Também fazem parte da amostra os pais dos alunos e professoras da Sala de Recursos. Os dados acerca do repertório de leitura e escrita dos alunos foram obtidos por meio de instrumentos de avaliação dos conhecimentos e habilidades do letramento emergente, da consciência fonológica e das habilidades de leitura e escrita requeridas no Ensino Básico. No caso de três dos participantes foi utilizado o Teste de Matrizes Progressivas Coloridas de Raven - Escala Geral, para a obtenção de dados acerca do nível intelectual deles. Foram utilizadas entrevistas para a obtenção dos dados acerca das expectativas e das condições relativas à aprendizagem de leitura dos alunos, apresentadas pelos professores da sala de recursos e familiares. Os resultados indicaram que os alunos da amostra apresentaram familiaridade somente com uma parcela reduzida e menos crítica do conjunto de componentes do letramento emergente e de habilidades de consciência fonológica. Os alunos não exibiram nenhuma familiaridade com as habilidades de decodificação de palavras isoladas e em textos, não alcançando os critérios mínimos estabelecidos para a leitura nesta etapa da alfabetização. Também observou-se, em relação às experiências de ensino dos alunos na sala de recursos, que estas não contemplam a promoção dos componentes relevantes para a aquisição das habilidades de leitura. Discute-se as implicações para o processo de avaliação e para o ensino de leitura de alunos com deficiência intelectual.

Este trabalho se enquadra na linha de Pesquisa em Psicologia da Educação e tem por interesse entender quais são as informações e dados relevantes que a Neurociência tem produzido para sustentar uma educação de qualidade para as crianças de 0 a 5 anos de idade, circunscrevendo, assim, o que se compreende como letramento emergente uma prática de leitura, escrita, escuta e multiplicidade de expressões linguísticas que compreendem um conjunto de códigos socialmente construídos a partir do referencial teórico e empírico neurobiológico. O interesse pelo tema provém das relações entre as áreas que investigam o cérebro e a aprendizagem da criança pequena, que são citadas, mas pouco discutidas no ambiente educacional e também no campo das ciências humanas no geral. A fundamentação consistiu na busca de alguns referenciais teóricos clássicos da Pedagogia (Comenius e Montessori), da Psicologia Cognitiva Educacional (Bruner e Gardner) e da Neurociência da leitura (Dehaene, Goswami, Gazzaniga, Kuhl, Luria, Morais, entre outros) a fim de elaborar uma investigação interdisciplinar com relação à aprendizagem dos aspectos linguísticos da criança pequena. Utilizamos como metodologia investigativa a revisão sistemática em três áreas do conhecimento (Educação, Psicologia Cognitiva e Neurociência). A identificação de variáveis comuns como, por exemplo, criança pequena, letramento emergente, pré-escola, aprendizagem, neurociência, neurologia, neuropsicologia e assim por diante possibilitou delimitar nossa pesquisa a um tema específico e fundamental nesse nível de ensino e nos anos subsequentes da escolarização. O letramento emergente pode ser investigado como uma práxis que envolve aspectos neurobiológicos, sociais, históricos e políticos. Uma nova perspectiva teórica é necessária para interligar de forma multidisciplinar os cuidados e as atividades educativas propostas voltadas para a primeira infância. Acreditamos que essa lacuna ou clivagem entre o conhecimento das ciências humanas e das ciências biológicas dificulta o surgimento de novas teorias e novos desenhos de pesquisa para aprofundar as relações sob uma perspectiva multidisciplinar do letramento na criança. Ao analisar uma parte da produção acadêmico-científica que circunscreve a elaboração do conhecimento sobre a criança pequena nos últimos anos, verificamos que existe a necessidade de novas teorias que fundamentem o encadeamento da perspectiva biológica às perspectivas culturais do letramento emergente, principalmente naquela que a investiga de forma multidisciplinar. Novas abordagens teóricas baseadas em evidências acadêmico-científicas são importantes para fundamentar uma práxis profícua dos educadores, pais e cuidadores e políticas públicas que relacionem aspectos complementares do cuidado, da educação plena à criança pequena e dos impactos do futuro na sociedade. / The present work comprises a research in the field of Psychology of Education, and aims at highlighting what relevant data and information Neuroscience has recently produced that could support quality education for children between the ages of 0 and 5 years. This study encompasses, therefore, from the theoretical and empirical point of view of Neurobiology, what has come to be known as emergent literacy understood here as reading, writing, listening, and a wide range of linguistic manifestations, all of which constitute a set of socially constructed codes. The interest in this subject comes from the relationships among different fields of study that have as objects the brain and the learning processes of small children. Such fields are mentioned, but rarely discussed in depth, in the educational environment, as well as in the more general field of Humanities. In order to investigate in a multidisciplinary fashion the learning processes related to the linguistic behaviors of small children, we took into consideration a number of classical and theoretical parameters from the fields of Pedagogy (Comenius and Montessori), Educational and Cognitive Psychology (Bruner and Gardner), and Neuroscience of Reading (Dehaene, Goswami, Gazzaniga, Kuhl, Luria, Morais, and others). The identification of common variables present in all of these sources key terms such as small children, emergent literacy, pre-school, learning process, Neuroscience, Neurology, Neuropsychology, and so on has made it possible to circumscribe our study to a specific theme, essential both to the pre-school level of teaching and to subsequent years of schooling. It is possible, then, to analyze emergent literacy as a praxis involving neurobiological, social, historical, and political, aspects. However, if we are to establish a multidisciplinary relationship between the care and the educational activities typical of early infancy, a new theoretical perspective is necessary. We believe that the knowledge gap between Humanities and Biology hinders the development of new theories and studies that could strengthen the relationship between these fields of study, in relation to a multidisciplinary approach to child literacy. In a selective analysis of recent academic and scientific studies on the development of small children, the need for new theories capable of substantiating the link between the biological and cultural aspects of emergent literacy was evident, especially when it comes to multidisciplinary investigations. New theoretical approaches based on academic and scientific evidence are important to properly guide public policies, as well as to ground a praxis that will allow parents, caregivers and educators to efficiently integrate complementary aspects of the care and full education of small children, with an eye towards their future impact on society.

Esta pesquisa tem como objetivo investigar a influência do letramento emergente no processo de alfabetização em um grupo de alunos que cursaram o primeiro ano do Ensino Fundamental de nove anos em uma escola municipal em Santa Isabel. Tendo constatado a necessidade da recuperação lúdica do letramento emergente para estas crianças, buscamos desenvolver atividades que contemplassem habilidades orais, escritas e leitoras, sempre tendo em mente, o desenvolvimento do letramento que permeava tais habilidades. Com a crença no fato de ser o letramento fundamental na constituição de um cidadão que se posicione criticamente na sociedade, desenvolvemos, por meio de uma pesquisa-ação, um trabalho que buscou ampliar o letramento dos alunos, possibilitando uma passagem pelo processo de alfabetização da maneira mais natural possível, tencionando amenizar as eventuais diferenças existentes devido a fatores sócio-culturais, quando do ingresso destes alunos no Ensino Fundamental. Para tanto, lançamos mão de recursos como: diário de bordo com anotações detalhadas sobre o desenrolar das atividades ao longo das aulas, questionários sócio-culturais com as famílias dos alunos, e entrevistas com algumas mães, além de portfólios e atividades diagnósticas recolhidas ao longo dos anos letivos de 2009 e 2010. Autores como Bakhtin, Vigotsky, Freire, Lahire, Ferreira, Colello, Kishimoto, Soares, Semeghini-Siqueira, entre outros, constituem a fundamentação teórica a partir da qual esta pesquisa foi desenvolvida. A análise dos dados aponta para o fato de que, quando uma criança tem a possibilidade de experimentar eventos de letramento em sua primeira infância, essas vivências a conduzem por um processo de alfabetização sem grandes dificuldades, entretanto, a análise dos dados também nos indica que, embora este processo se desenvolva quase que naturalmente, alguns sujeitos da pesquisa fogem a ele, o que nos permite vivenciar uma riqueza de possibilidades própria da diversidade humana. / This research aims to show the influence of literacy in the process of emergent literacy in a group of students from the first level of the elementary school in Santa Isabel. Based on the search for the playful recovery of emergent literacy, we seek to develop recreational activities addressed to writing, reading and oral skills, always bearing in mind the development of the inner literacy skills. With the belief that literacy is crucial in the formation of a citizen who is critically positioned in society, We tried to developed through an action-search, a work that aimed to improve the literacy of students in order to allow a passage through the process of acquiring literacy the most natural way possible, seeing minimized any differences due to existing socio-cultural factors, previous to the admission of students in elementary school. For this purpose we used features such as diary book with detailed notes on the conduct of activities throughout the school, socio-cultural research with the students families and interviews with some mothers, as well as portfolios and diagnostic activities collected over the academic years of 2009 and 2010. Authors such as Bakhtin, Vigotsky, Freire, Lahire, Ferreira, Colello, Kishimoto, Soares, Semeghini-Siqueira among others, constitute the scope on which this study was developed. The data analysis points to the fact that when a child has the chance to experience literacy events in his early childhood, these experiences lead to a process of literacy without major difficulties, however, the data analysis also indicates that, although this process develops almost naturally, some research subjects flee to it, allowing us to experience the wealth possibilities of human diversity itself.

The low literacy levels achieved by deaf children are of ongoing concern to educators and researchers alike. The present research considered emergent literacy as one aspect to consider in the acquisition of literacy skills in deaf children. The aim of this research was to describe the home-based literacy experiences of severely to profoundly deaf pre-schoolers as provided by their hearing parents. Parents of twenty-nine pre-school deaf children from schools for the deaf were selected to complete a questionnaire. The questionnaire was developed based on the four identified literacy contexts: the physical and functional context, the language context, the affective context and the educational context. The results obtained indicate that the deaf children in this survey are exposed to literacy-rich home environments where they are able to observe literate adult role models. Limitations in the quantity and quality of text-based interaction between the deaf pre-schoolers, their hearing parents and older siblings were identified. The results also indicated that the parents who participated in this research regarded the development of language and communication as more important than the early acquisition of literacy skills. The parents assigned the greatest responsibility in teaching literacy skills to teachers. This study highlights the sensitive nature of early literacy and language learning in young deaf children. Suggestions for further research are presented. / Dissertation (M(Augmentative and Alternative Communication))--University of Pretoria, 2005. / Centre for Augmentative and Alternative Communication (CAAC) / unrestricted

This study examined changes in kindergarteners' writing complexity after implementing writing instruction based on story elements (character, setting, problem, and solution). Writing samples from six students of three ability levels (i.e., beginning, intermediate, and advanced) were collected over a six-week period within a guided writing context. These samples included three types of texts (oral language, pictures, and written text)and were analyzed using two analytic rubrics specifically created for this study, one for writing development and the other for the inclusion of story elements. Findings from this study suggest that all students, regardless of ability level wrote in more complex ways when they used story elements as cues to incorporate detail into their writing. Additionally, all of the students included the four story elements in varying degrees, and the acknowledgment and use of different types of text in each writing sample provided a more accurate representation of the student authors' thinking.

Syftet med studien är att undersöka hur pedagoger i förskolan arbetar för att skapa en lärmiljö som främjar barnens språkutveckling. Studien fokuserar på hur pedagogerna använder lärmiljön och litteraturen för att stötta barn i språklig sårbarhet. Studien utgår ifrån samspel ur ett sociokulturellt perspektiv där vi fokuserar på Bruners begrepp scaffolding. Studien använder sig även av literacy med fokus på begreppen literacyevent, literacy practice samt emergent literacy.  För att undersöka vårt syfte använder vi oss av kvalitativa semistrukturerade intervjuer och en kvalitativ enkät. Resultatet pekar på att samspelet spelar en stor roll i barns språkutveckling och att pedagogerna kan dra nytta av samspelet för att främja barnens språkutveckling när de planerar verksamheten och utformar lärmiljöer. Resultatet visar även att pedagoger i många fall arbetar på samma sätt med barn i språklig sårbarhet som med övriga barn. Detta beror på att de arbetssätt man använder med barn i språklig sårbarhet anses vara givande för alla barns språkutveckling.  Pedagoger anser att det mest betydande för barns språkutveckling är att man är närvarande och tydlig i sin ledarroll och att man använder sig av TAKK och bildstöd. Pedagogerna betonar även att kunskapen om hur man använder material och arbetar språkfrämjande är nödvändig för att skapa en språkfrämjande lärmiljö. Studien kommer fram till att högläsning är oerhört betydelsefullt för barns språkutveckling och att pedagogerna lägger stort fokus på hur man arbetar med litteraturens innehåll genom musik, dans, skapande, dramatisering och boksamtal.

<p>    </p> <p>Wordless picture book reading is one of the common literacy practices for young children that happen at schools and homes. This dissertation of three studies explores the reader-text transactions between young children and wordless picture books in three ways: a content analysis of wordless books potentially featuring characters of color, a multimodal analysis exploring children’s multimodal meaning making, and a mixed-method content analysis analyzing children’s performing social imagination and narrative imagination and change over time. Through analyzing a set of 39 wordless picturebooks with protagonists that can be potentially identified as people of color, the first article analyzed the books’ book themes, story events, and illustrations to explore how such books can function what Bishop suggested as windows, mirrors, and sliding glass doors and support young children to learn about themselves and others. The second article explores the potential of preschoolers’ multimodal meaning making during reading wordless picturebooks. Multimodal meaning making can be valued as literacy practices that are closely related to reading comprehension, teaching instructions, and assessments. The third article focuses on kindergarteners’ use of social imagination and narrative imagination during reading wordless picturebooks that reveal young children’s active engagement and meaning making in reading. This series of articles hold implication for teachers and researchers to understand the potential of using wordless picture books for young children’s access to diverse topics of readings, literacy practices, and assessment, specifically children’s imaginative and multimodal ways of responding to reading of wordless picture books. </p>

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