| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.61 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Objectivos: A avaliação da linguagem oral nos anos pré-escolares é uma tarefa
que confronta educadores de infância e psicólogos educacionais. Os instrumentos de
avaliação desta competência propõem um conjunto de tarefas típicas, associadas a
domínios típicos do desenvolvimento da linguagem, mas existem acentuadas
diferenças inter-instrumentos nas idades previstas para a resolução de tarefas
objectivamente semelhantes De um ponto de vista desenvolvimentista, esta
divergência coloca um problema, pois sugere pouca consistência inter-instrumentos de
avaliação, e justifica a elaboração de uma Prova de Desenvolvimento da Linguagem
Oral para os anos pré-escolares em que ordenação de tarefas seja função do seu nível de complexidade estrutural.
Metodologia: Comparámos cinco instrumentos anteriores de avaliação do
desenvolvimento psicológico, seleccionámos um conjunto de tarefas linguísticas
típicas na população pré-escolar e agrupámos essas tarefas nos domínios lexical-semântico e morfo-sintáctico e nas modalidades, receptiva e expressiva, de
funcionamento da linguagem. As tarefas incluídas em cada domínio linguístico foram
então ordenadas por nível de complexidade progressiva e testadas em duas amostras
de 35 e 60 crianças entre os 3 e os 6 anos de idade.
Resultados: Embora esta versão da Prova de Desenvolvimento da Linguagem
Oral permaneça ainda provisória, a metodologia de construção parece adequada e os
resultados obtidos propõem: (a) um conjunto de tarefas linguísticas típicas na
população pré-escolar (b) uma sequência desenvolvimentista de tarefas que foi
globalmente confirmada pelo estudo piloto; e (c) um novo modelo de avaliação da
linguagem receptiva e expressiva e dos domínios lexical-semântico e morfo-sintáctico
da fala nos anos pré-escolares.
Aims: The assessment of pre-school children's verbal language is a task that confronts educators and school psychologists. Current evaluation scales of this competence propose lists of typical tasks addressed at typical domains of language development, but there are clear discrepancies inter-instruments on the age levels identical tasks are succeed. From a developmental point of view, this divergence suggests some weakness of this instruments and of the current evaluation of language acquisition. We aim to construct a Scale of Language Development for pre-school children that proposes a sequence of structurally complex tasks. Method: Five current scales of psychology development were compared, a list of typical language tasks were selected and classed Into two language domains, Lexical-Semantic and Morpho-Syntactic. and two modes of linguistic performance, Receptive and Expressive; the tasks included in each class were organised by level of structural complexity, tested with two samples of 35 and 60 children between 3 to 6 years of age and the responses were statiscally compared. Results: The methodology we used appears valid to create a Scale of Language Development for educators and school psychologists, that proposes: (a) a list of typical language tasks for pre-school children; (b) a sequence of structurally complex task that was empirically confirmed; (c) an evaluation of the receptive and expressive performance for the Lexical-Semantic and Morph-Syntactic domains of language.
Aims: The assessment of pre-school children's verbal language is a task that confronts educators and school psychologists. Current evaluation scales of this competence propose lists of typical tasks addressed at typical domains of language development, but there are clear discrepancies inter-instruments on the age levels identical tasks are succeed. From a developmental point of view, this divergence suggests some weakness of this instruments and of the current evaluation of language acquisition. We aim to construct a Scale of Language Development for pre-school children that proposes a sequence of structurally complex tasks. Method: Five current scales of psychology development were compared, a list of typical language tasks were selected and classed Into two language domains, Lexical-Semantic and Morpho-Syntactic. and two modes of linguistic performance, Receptive and Expressive; the tasks included in each class were organised by level of structural complexity, tested with two samples of 35 and 60 children between 3 to 6 years of age and the responses were statiscally compared. Results: The methodology we used appears valid to create a Scale of Language Development for educators and school psychologists, that proposes: (a) a list of typical language tasks for pre-school children; (b) a sequence of structurally complex task that was empirically confirmed; (c) an evaluation of the receptive and expressive performance for the Lexical-Semantic and Morph-Syntactic domains of language.
Description
Tese de mestrado em Psicologia (Desenvolvimento Humano) apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2003
Keywords
Teses de mestrado - 2003 Aquisição da linguagem Linguagem oral Psicologia do desenvolvimento Ensino pré-escolar