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Abstract(s)
O presente estudo teve como objetivo principal perceber de que forma as crenças
e práticas de literacia familiar, influenciam o desenvolvimento da literacia em crianças
do 1º ano do 1º ciclo de escolaridade. Para alcançar este objetivo, realizou-se um estudo
quantitativo, do tipo correlacional transversal, com uma amostra constituída por 45
crianças do 1º ano de escolaridade e os seus pais (45 mães e 41 pais. Para avaliar as
competências linguísticas das crianças foi utilizado o Teste de Identificação de
Competências Linguísticas (T.I.C.L.; Viana, 2004). O Questionário sobre práticas de
literacia Familiar (Mata, 2002) e o Questionário de crenças dos progenitores sobre o
processo de aprendizagem da leitura e escrita (Mata, 2002) foram utilizados para avaliar
as práticas e as crenças de literacia familiar, respetivamente. Foi também utilizado um
Questionário Sociodemográfico.
Os resultados deste estudo indicam que variáveis sociodemográficas da criança,
como o género e o tipo de ensino frequentado, estavam relacionadas com as práticas de
literacia familiar, crenças parentais sobre a literacia e competências linguísticas da
criança. Foram ainda encontradas diferenças significativas nas crenças parentais em
função da existência de irmãos, e uma relação entre a escolaridade materna e as práticas
de literacia familiar. As crenças parentais mostraram ainda estar negativamente
relacionadas com as competências linguísticas da criança. Este estudo veio contribuir para
a literatura existente sobre este tema, considerando tanto as crenças parentais como as
suas práticas de literacia familiar, sugerindo que se tratam de construtos distintos, não
necessariamente relacionados.
The main aim of this study was to understand how the beliefs and practices of family literacy influence the development of literacy in children of the first year of the first cycle of education. To achieve this objective, a quantitative cross-sectional correlational study was conducted, with a sample of 45 first-grade children and their parents (45 mothers and 41 fathers). To assess children’s language skills, the Teste de Identificação de Competências Linguísticas (T.I.C.L.; Viana, 2004) was used. The Questionário sobre práticas de literacia Familiar (Mata, 2002) and the Questionário de crenças dos progenitores sobre o processo de aprendizagem da leitura e escrita (Mata, 2002) were used to assess practices and beliefs regarding family literacy. In addition, a Sociodemographic Questionnaire was used. The results of this study showed that children's sociodemographic variables, such as gender and type of education attended, were related to family literacy practices, parental beliefs about children's literacy, and children’s language skills. Significant differences in parental beliefs were also found, according to the existence of siblings, and a relationship between maternal education and family literacy practices. A Parents’ beliefs were also negatively related with children's language skills. This study came to contribute to the existing literature about this theme, considering both parents’ beliefs and their practices of family literacy, suggesting that these are distinct constructs, not necessarily related.
The main aim of this study was to understand how the beliefs and practices of family literacy influence the development of literacy in children of the first year of the first cycle of education. To achieve this objective, a quantitative cross-sectional correlational study was conducted, with a sample of 45 first-grade children and their parents (45 mothers and 41 fathers). To assess children’s language skills, the Teste de Identificação de Competências Linguísticas (T.I.C.L.; Viana, 2004) was used. The Questionário sobre práticas de literacia Familiar (Mata, 2002) and the Questionário de crenças dos progenitores sobre o processo de aprendizagem da leitura e escrita (Mata, 2002) were used to assess practices and beliefs regarding family literacy. In addition, a Sociodemographic Questionnaire was used. The results of this study showed that children's sociodemographic variables, such as gender and type of education attended, were related to family literacy practices, parental beliefs about children's literacy, and children’s language skills. Significant differences in parental beliefs were also found, according to the existence of siblings, and a relationship between maternal education and family literacy practices. A Parents’ beliefs were also negatively related with children's language skills. This study came to contribute to the existing literature about this theme, considering both parents’ beliefs and their practices of family literacy, suggesting that these are distinct constructs, not necessarily related.
Description
Keywords
Práticas de literacia familiar Crenças Competências linguísticas Literacia familiar Practices of family literacy Beliefs Linguistic competences Family literacy