Desenvolvimento da linguagem oral e escrita na educação infantil

Abstract

This study aims to understand how the educators of a reference unit, in the southern zone of João Pessoa, work on the development of oral and written language with preschool children. This study was developed based on the documents that govern the education of children, as well as articles and dissertations that discuss the development of oral and written language in Early Childhood Education. The methodology developed was the qualitative approach, of a predominantly exploratory nature, using non-participant observation as a tool, with registration in Diário de Campo and semi-structured questionnaire, aiming to capture data about the pedagogical process of educators with pre-school children. The observations were made in three classes of the preschool in the period of September 2017, totaling 12 observations. The interpretation of the data was constructed from the analysis of the Field Diary, in detail, and then from the educators' questionnaires and the theoretical basis, taking into account the ideas of the authors. As a result, the study showed that the work of oral and written language in children's education has greater results when the teacher uses divergent playful resources, thus facilitating the child's cognitive and social development.