Desempenho de vocabulário em crianças pré-escolares institucionalizadas

Abstract

OBJETIVO: verificar o desempenho de vocabulário de crianças institucionalizadas e comparar com o desempenho de crianças pertencentes à rede pública e particular de ensino. MÉTODOS: participaram deste estudo 16 crianças em situação de acolhimento institucional em abrigo, de ambos os gêneros, com idades entre 4 anos a 5 anos e 11 meses (grupo experimental). Para compor o grupo controle, participaram 32 crianças provenientes de escolas pública (n=16) e privada (n=16) pareadas por idade, totalizando 48 participantes. Para a verificação do desempenho de vocabulário foi utilizado o Teste de Vocabulário - ABFW que verifica a competência lexical da criança e os recursos de significação utilizados para nomear a palavra alvo. Foi realizada a análise estatística dos dados a fim de analisar diferenças entre os grupos pesquisados (Teste de Kruskal-Wallis). RESULTADOS: foi possível observar que as crianças institucionalizadas demonstraram desempenho inferior na prova de vocabulário em relação aos grupos controle, que não apresentaram grandes diferenças entre si. Cabe mencionar que todas as crianças demonstraram maior dificuldade nos campos conceituais "profissões" e "locais". CONCLUSÃO: crianças em situação de acolhimento institucional em abrigo possuem desempenho vocabulário abaixo do esperado para a idade e inferior ao desempenho de pré-escolares de escolas pública e privada que residem com suas famílias.

Desempenho do vocabulário expressivo de pré-escolares de 4 a 5 anos da rede pública e particular de ensino

“…Although the socioeconomic status suggests physical and material resources that family may provide the child with, it is always necessary to jointly analyze other factors that can affect the vocabulary performance, such as environmental characteristics, the communicative interactions experienced, and the communicative style used by parents (5) . Other studies also verified better performance of children attending private schools (4,14,15,16,17) , which may be related to the greater incentive that private schools generally offer in terms of teachers' qualification and continuing education, in addition to broader infrastructure, with resource rooms with better equipment and more professionals.…”

“…A study (4) comparing students in the same age group Subtitle: G1 = Group of students in the public school; G2 = Group of students in the private school attending public and private schools also found more substitution processes in children in public schools, in comparison to students in private ones. The scores obtained in the conceptual fields of Occupations and Places coincide with those of other studies (3,4) , in which students' performance was worse in these categories.…”

“…These processes continue throughout their whole school life, until around 16 years old, when the vocabulary acquisition starts to depend on the context of the subject (1) . All the words one knows are part of their mental vocabulary, which is accessed according to their need to use these words (2,3) to represent objects, actions and events through words (3,4) . The process of language and vocabulary acquisition is particularly complex and depends not only on personal characteristics of each individual in terms of cognitive abilities, but also on the influence of the environment they are in and the social relations established (1,3) .…”

“…On average, it takes children five months from learning a new word to using it effectively, and that depends both on children's context and their need to use this specific term (1) . According to the literature (4,14,15,16,17) , students in public schools have lower performance compared to students in private schools, both in oral language tasks and in reading and writing tasks. This disparity in performance may be due to differences in socioeconomic status, type of extracurricular stimuli received, unfavorable family environment, emotional problems, motivation level for the tasks proposed, among other reasons (14) .…”

“…This disparity in performance may be due to differences in socioeconomic status, type of extracurricular stimuli received, unfavorable family environment, emotional problems, motivation level for the tasks proposed, among other reasons (14) . A study (4) evaluated the vocabulary performance of institutionalized children and compared it with the performance of children attending public and private schools. It found that institutionalized children had lower performance in the vocabulary test in relation to the control groups of children in public and private schools.…”