O desenvolvimento da oralidade na educação infantil: um caso a ser acompanhado

Abstract

This paper aims to investigate how oral processes occur in the various stages of development of children from three to four years old. Initially we base the research on the theories of Vygotsky (1984) and Piaget (1999), also seeking to know the concepts that the official documents bring about early childhood education and its pedagogical proposals. Therefore, we addressed the importance of the teacher's role and the family's relationship as a participant in this development process. The methodology used was qualitative, through a case study conducted in a private school with a child of three and a half years, belonging to the nursery school level III. As strategies were made observation and interview with the teacher of the class. Based on the investigation, we analyzed the observed child's oral development processes and their respective difficulties that could be generated in speech, their behavior in the classroom and at home, their interactions with their classmates, the teacher and the students relatives; also observing and ascertaining the teacher's pedagogical work, its relationship with the child and the family. Finally, through the results of the research, we bring in the final considerations the factors that determine speech retardation and those that contribute to the construction of the child's oral language.