Abstract
The aim of this paper is to show that learning to speak and write is based on cognitive foundations, apart from the social and neurological aspects which should not be underestimated. The paper should thus be read from the perspective of genetic psycholinguistics, which places special emphasis on the cognitive development that underpins oral and written language. I intend to highlight the conditions that are required for successful entry into writing, ranging from mastery of the notions of number and class and their relationships of equivalence and inclusion, to the ability for cognitive decentralisation that accompanies abstraction, which is indispensable to the symbolisation that is at the origin of the phonographic code. This paper consists of two parts: the first is focused on theoretical notions without which it would be difficult to understand the perspective adopted, and the second is more practical, documented by a battery of tests that aim to evaluate the child upon entry into school, considering the aspects listed.
Highlights
The symbolisation that is at the origin of the phonographic code. his paper consists of two parts: the irst is focused on theoretical notions without which it would be diicult to understand the perspective adopted, and the second is more practical, documented by a battery of tests that aim to evaluate the child upon entry into school, considering the aspects listed
A escolha, para tal im, de uma abordagem psicolinguística genética justiica-se na medida em que será a que melhor procura explicar o que sustenta cognitivamente os desempenhos verbais na criança, no caso concreto os que se reportam à linguagem escrita
Teaching by listening: the importance of adult-child conversations to language development
Summary
Resumo É objetivo deste texto mostrar que a aprendizagem do oral e da escrita assenta em bases cognitivas, sem subestimar aspetos de ordem social e neurológica. A coniguração dada ao texto procura evidenciar as condições necessárias a uma entrada na escrita com o sucesso desejado, que vão do domínio das noções de número e de classe e respetivas relações de equivalência e de inclusão, à capacidade de descentração cognitiva que acompanha a abstração indispensável à simbolização que está na origem da iniciação ao código fonográico. Consta este texto de duas partes: a primeira mais voltada para noções teóricas sem as quais seria difícil entender a perspetiva adotada e a segunda mais prática, documentada por uma bateria de testes que visa avaliar a criança à entrada na escola, tendo em vista os aspetos elencados. Palavras-chave: Família; Pré-escola; Leitura e Escrita; Abstração; Simbolização
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