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Focus groups as a tool to reveal causes of resistance or openness to non-binary gender norms among kindergarten teachers
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In: 11th European Feminist Research Conference: Social change in a feminist perspective ; https://hal.univ-lorraine.fr/hal-03573494 ; 11th European Feminist Research Conference: Social change in a feminist perspective, University of Milano, Bicocca, Jun 2022, Milan, Italy ; https://11efrc.unimib.it/ (2022)
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The Exclusive White World of Preservice Teachers’ Book Selection for the Classroom: Influences and Implications for Practice
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In: Australian Journal of Teacher Education (2021)
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A importância da consciência fonológica na prevenção das dificuldades de aprendizagem : perspetivas de educadoras de infância
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Abstract:
A consciência fonológica é a variável com maior relevância preditiva para o sucesso na leitura. Tendo em conta que a consciência fonológica se começa a desenvolver durante a idade pré-escolar, o presente estudo tem como principal objetivo compreender a perspetiva dos educadores de infância em relação à valorização e promoção da consciência fonológica. Foram entrevistadas cinco educadoras de infância a trabalhar com crianças em idade pré-escolar. Os principais resultados obtidos enfatizam a valorização da consciência fonológica por parte das educadoras, o que se traduz na intencionalização de práticas de estimulação da consciência fonológica. Essa valorização é baseada no conhecimento da importância desta competência para o sucesso da leitura e académico, na formação contínua e nas experiências a nível profissional. Estes resultados enfatizam a necessidade deste tema ser explorado durante a formação académica de base e na formação contínua dos educadores de infância, de forma a promover conhecimentos sobre a consciência fonológica, bem como práticas eficazes para a sua estimulação. ; Phonological awareness is the variable with the greatest predictive relevance for reading success. Bearing in mind that phonological awareness begins to develop during preschool age, the present study has as main objective to understand the perspective of early childhood educators regarding the appreciation and promotion of phonological awareness. Five kindergarten teachers that work with preschool children were interviewed. The main results obtained emphasize the appreciation of phonological awareness by educators, which translates into the intentionalization of phonological awareness stimulation practices. This appreciation is based on the knowledge of the importance of this competence for the reading and academic success, in education and continuous experiences at a professional level. These results emphasize the need for this theme to be explored during basic academic education and in the continuous training of early childhood educators, in order to promote knowledge about phonological awareness, as well as effective practices for its stimulation.
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Keyword:
Consciência fonológica; Dificuldades de aprendizagem; Domínio/Área Científica::Ciências Sociais::Psicologia; Educadores de infância; Estratégias de estimulação; Intervention strategies; Kindergarten teachers; Learning difficulties; Phonological awareness
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URL: http://hdl.handle.net/10400.14/32690
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B-SFT: Beobachtungssystem zur Erfassung von Sprachfördertechniken im Kita- und Grundschulalltag ...
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SpraBi: Fragebogen und App zur Dokumentation sprachlicher Bildungsaktivitäten in der Kita ...
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SpraBi: Fragebogen und App zur Dokumentation sprachlicher Bildungsaktivitäten in der Kita
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 55-78 (2020)
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Vignetteninterview zur Erfassung des Sprachförderwissens pädagogischer Fachkräfte (VSW)
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 13-32 (2020)
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B-SFT: Beobachtungssystem zur Erfassung von Sprachfördertechniken im Kita- und Grundschulalltag
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 79-101 (2020)
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Einleitung: Instrumente zur Erfassung institutioneller (schrift-)sprachlicher Bildung
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 7-12 (2020)
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Kinder mit Deutsch als Zweitsprache am Übergang wirksam fördern. Eine enge Kooperation von Kitas und Schulen in der Sprachförderung zahlt sich aus
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In: KiTa aktuell. Bayern 32 (2020) 10, S. 241-243 (2020)
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Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 159 S. (2020)
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Kinder mit Deutsch als Zweitsprache am Übergang wirksam fördern. Eine enge Kooperation von Kitas und Schulen in der Sprachförderung zahlt sich aus ...
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Attention-Deficit Hyperactivity Disorder and Play-Based Full-Day Kindergarten: Educator Perceptions
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In: Electronic Theses and Dissertations (2020)
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Der Einsatz von Fragearten in unterschiedlich stark strukturierten Situationen im Kita-Alltag ... : Asking questions in differently structured everyday situations in early childhood education ...
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Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children ...
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Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children
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In: Early child development and care 189 (2019) 2, S. 339-351 (2019)
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Sind Fortbildungsmaßnahmen zu linguistisch fundierter Sprachförderung wirksam? Analysen zu den Kompetenzen von Fachkräften und mehrsprachigen Kindern
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In: Frühe Bildung 8 (2019) 4, S. 181-186 (2019)
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Der Einsatz von Fragearten in unterschiedlich stark strukturierten Situationen im Kita-Alltag ; Asking questions in differently structured everyday situations in early childhood education
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In: Empirische Sonderpädagogik 11 (2019) 4, S. 310-317 (2019)
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Sind Fortbildungsmaßnahmen zu linguistisch fundierter Sprachförderung wirksam? Analysen zu den Kompetenzen von Fachkräften und mehrsprachigen Kindern ...
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