Abstract
Examine a set of competencies in children beginning the process of literacy and find whether there is positive correlation with their level of writing. Study conducted with 70 six-year-old students enrolled in the first year of Elementary School in municipal schools. The children were submitted to the Initial Reading and Writing Competence Assessment Battery (BACLE) and the Diagnostic Probing Protocol for classification of their level of writing. Descriptive statistical analysis and the Spearman coefficient were used for correlation between instruments. The students presented satisfactory performance in the tasks of the BACLE. Regarding the writing hypothesis, most children presented syllabic level with sound value. Significant positive correlation was observed between body scheme/time-space orientation and language skills. The group of schoolchildren performed satisfactorily on tests that measure pre-reading and writing skills. The areas of body scheme/time-space orientation and language presented significant correlation with the level of writing hypothesis, indicating that children with higher scores in these areas present better levels of writing. Identification of the necessary competencies for learning of reading and writing can provide teachers and educational audiology professionals with conditions for evaluation and early intervention in certain abilities for the development of reading and writing.
Highlights
Brazilian education has presented significant changes in teaching in preschool, fundamental and high schools and college
Within this context of changes, the onset of Fundamental School (EF) at the age of six years, determined on the National Agreement for Literacy at the Right Age (PNAIC)(2), which establishes that the literacy cycle is initiated on the 1st grade and finalized on the 3rd grade of elementary school, has challenged educators to review the concept of preschool, to assure the thorough development of intellectual, social and cognitive aspects in 6-year-old children
According to the document “National Curriculum Guidelines for Preschool” (DCNEI)(3), the first stage of basic education is offered in daycare centers and preschools
Summary
Brazilian education has presented significant changes in teaching in preschool, fundamental and high schools and college. The Ministry of Education, together with other institutions representing the education sector, developed the National Plan of Education (PNE)(1) that establishes guidelines, goals and strategies for the educational policy up to 2024 Among these goals, some aim at assuring the right to high-quality basic education, universalization of obligatory education and extending the educational opportunities. According to the document “National Curriculum Guidelines for Preschool” (DCNEI)(3), the first stage of basic education is offered in daycare centers and preschools These spaces outside home constitute public or private educational institutions that educate and take care of children aged zero to five years during the day, either full- or part-time, regulated and supervised by an organization of the educational system and submitted to social control. The group created by the Ministry of Education and Culture (MEC) to investigate the relationship between environment and education has valued spaces that favor the interaction, listening, dialogue, and observation of needs and interests expressed by children as means to favor the literacy[4]
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
