Effects of a language program in the social functioning of children at elementary school.

Luciene Stivanin,Maria Silvia Carnio

doi:10.1590/2317-1782/20172017003

Luciene Stivanin, Maria Silvia Carnio

Open Access

https://doi.org/10.1590/2317-1782/20172017003

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Abstract

the purpose of this study was to describe a language stimulation program, including teacher training and practical activities in the classroom, and investigate the effectiveness of this action on the social functioning and behavioral problems of elementary school children. 136 children from six classrooms of a public school and their teachers participated in this research. Of these, half were given the language stimulation program: 16 hours of training for teachers and 9 meetings in the classroom with activities for students. The activities involved instruction for the use of language reflection and practice with the narrative structure. Teachers filled out questionnaires about the social skills and behavior problems of their students before and after the program. there was no statistically significant difference between the research groups pre- and post- program in terms of assertiveness/ social resourcefulness (1st and 5th grades) and cooperation/affection (1st and 3rd grades). In the research groups, children of the 3rd grade, different from the 1st and the 5th grade, showed more evolution in their self-control abilities, which may be related to the lower frequency of externalizing problems in this group. the language program had positive effects on social assertiveness/resourcefulness skills and social cooperation/affection.

Highlights

It is common knowledge that formal education is important for a country’s economic, social and political development
In the 3rd year, there was a significant difference between the research group (RG) and control group (CG) in terms of self-control, social assertiveness/resourcefulness and externalizing behaviors
In the comparison between the scores of the school years, both in the RG and the CG the students from the 5th year had lower scores than the students from the 1st and 3rd grades regarding social skills and higher scores in behavior issues, which indicates a higher frequency of problems in this school year

Summary

Introduction

It is common knowledge that formal education is important for a country’s economic, social and political development. In the Brazilian context, one notices the low performance of students in basic disciplines such as Portuguese Language and Mathematics. Family and social factors intervene in the school performance of children. As a result of this interaction, linguistic and behavioral skills have been studied due to their importance for learning at school[2,3]. The role of oral language in learning reading and writing has been well described in the literature: phonological skills[4,5], vocabulary[6,7] and narration skills[8]. While the receptive vocabulary and syntactic skills influence learning, expressive vocabulary and syntax are significant for improvement of interpersonal communication[9]

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