Narrativas orais de crianças com desenvolvimento típico de linguagem

Abstract

Background: development of oral narrative. Aim: to verify narrative and pause duration, number of words and interlocutor's interventions in the oral narratives of children with typical development. Method: this study involved 31 subjects divided into four groups according to age: GI (3:1 to 4:0 years), GII (4:1 to 5:0 years), GIII (5:1 to 6:0 years) and GIV (6:1 to 7:0 years). Samples of spontaneous narrative and narrative based on a book without words were video recorded, transcribed and statistically analyzed using the Fisher's exact test (nonparametric) and the linear regression model with mixed effects. Results: the results of pause duration, narrative duration and number of words were significantly higher for the narrative samples produced using a book than those obtained in the spontaneous narratives (p-value < 0.01). Regarding the number of interventions, a correlation (p-value = 0.03) between age and number of interventions was observed for the book context. It was observed that the number of interventions decrease with age. Conclusion: children presented longer narratives in the book context. However, no significant differences were observed between the age groups. The results of the study also suggest that the interlocutor's interventions become less necessary with the aging process.

Desenvolvimento da narrativa oral e o nível de escolaridade materna

“…And this ability to produce and understand oral narratives is important to academic success as well as for socialemotional well-being 24 . One study showed that for a good language development, the school needs to organize reflective activities based on dialogue, understanding of the other's role and the dynamics, i.e.…”

“…It is expected that at 6 years to acquire the structure of narrative text is complete and thereafter children spend narrate stories with coherently in detail and without interlocutor support 24 .…”

Evidências de Validade de Critério da BILOv3 em Crianças Gaúchas

“…Sendo assim, com o aumento da idade e do nível de ensino, a criança torna-se mais familiarizada com a estrutura da língua e das narrativas e, consequentemente, a torna mais elaborada. Em geral, crianças em idade escolar já são capazes de compreender explicações do professor, contar e recontar histórias, e interpretá-los, dada a sua capacidade de processar a fala (Betourne & Friel-Patti, 2003;Cavalcante & Mandrá, 2010).…”

“…Nesse sentido, o estudo da narrativa é importante aspecto de estudo da psicologia, à medida que permite avaliar a inserção da criança nos contextos familiar, educacional e social. Uma rede complexa de fatores cognitivos e linguísticos compõe essa avaliação que permite compreender, sob a lógica do sujeito, experiências individuais e eventos inter-relacionados sob a lógica linguística (Cavalcante & Mandrá, 2010).…”

Produção de conhecimento sobre narrativas orais: contribuições para as investigações em linguagem infantil

“…Production of knowledge on oral narratives: contributions to research on child language Jáima Pinheiro de Oliveira (1) , Eveline Bonki (2) , Tania Moron Saes Braga (3) , Ana Cândida Schier (4) …”