Detalhes bibliográficos
| Ano de defesa: |
2011 |
| Autor(a) principal: |
Aprobato, Gislaine Garcia Gutierres
 |
| Orientador(a): |
Maluf, Maria Regina |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
|
| Departamento: |
Psicologia
|
| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/15980
|
Resumo: |
Studies on the early childhood education show that frequents it exerts positive impact on the future life of the individuals, explaining the importance of this stage of education. This study aims to contribute to the research on learning and the development of the child that attends this modality of education. The research was based on the concepts of psychology on the inter-relationship between learning and development and the concepts of cognitive psychology of reading, including the model of word recognition of Ehri. The objective of this research was to verify if there are relations between the different stages of the writing and the reasoning silogistico. It was accepted as a hypothesis that children perform better in writing also show better results in syllogistic reasoning expressed orally. The study included 29 children with a mean age of 6 years and 3 months of age, enrolled in a public school of Sao Paulo in the last stage of early childhood education. To verify our hypothesis the study was a correlational design. Individual applications were made for evidence of written words and syllogistic reasoning. The results showed a positive correlation between writing words and syllogistic reasoning, allowing to conclude that as children get better performance in writing, also demonstrate better performance on syllogisms justify their answers based on the premises. It concludes with considerations about the importance of paying attention in kindergarten, the specificities of small children, favoring both the initial teaching of written language and the development of deductive reasoning |
