Conceptions of the Portuguese Preschool teachers about writing language: a case study

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Revista de Estudios e Investigación en Psicología y Educación, Volume 1, Number 1.
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Published: Jul 1, 2014

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Ana Isabel Santos
DCE - Universidade dos Açores
Portugal
Margarida Alves Martins
ISPA – Instituto Universitário
Portugal
Vol. 1 No. 1 (2014), Articles, pages 26-34
DOI: https://doi.org/10.17979/reipe.2014.1.1.19
Submitted: Jul 16, 2014 Accepted: Jul 16, 2014 Published: Jul 1, 2014
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Abstract

The aim of this paper is to present the results of a study developed with teachers of 18 public kindergartens in Terceira Island, Azores, Portugal, in order to understand their perspective about the written language development on preschool children. To evaluate the teachers’ beliefs, there was taken into account some aspects such as the methodology that they assume as characteristics of their practices, their pedagogical stand and the pedagogical processes that they assure to privilege in order to promote the development of children attending these kindergartens. The interview conducted during the second trimester of the scholar year, allowed to conclude that teachers’ way of thinking about written language is basically characterized for a lack of an emergent literacy perspective, focus on children, pointing out aspects such as a remarkable importance attributed to activities and direct intervention strategies and the deficit of knowledge about the development of children’s conceptualisations on reading and writing.

Keywords:

early childhood education, emergent literacy, teachers’ beliefs

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