Habilidades fonológicas e aprendizagem inicial da escrita: o que demonstram as crianças ao final da Educação Infantil?

Abstract

This work aims to investigate the relationship between phonological skills and the writing learning process of children in a group at the end of kindergarten. As specific objectives, we sought to identify the phonological skills developed by the children and to analyze and characterize the psychogenetic levels of children's writing. Its theoretical basis is based on Morais e Silva (2011), Soares (2020), with the study of the formation of phonological awareness; and in Ferreiro and Teberosky (1999), with the theory of the psychogenesis of written language. The work is the result of qualitative and quantitative research carried out in the context of a children's class. Data collection was organized through observation, a semi-structured interview with the teacher and the application of ten survey activities/tasks with the children. The results indicate that of the investigated class, 100% of the children write with letters, 100% of the children use different letters to differentiate the writing of words, 92% of the children use different letters inside a written word (qualitative axis), 67% of children write with a varied repertoire of letters, 33% with a limited repertoire of letters and 16% write with letters and make the relationship between letter and sound. Two children are at the syllabic level, two are about to reach this hypothesis and the rest (8 children) are at the PRE-SYLABIC II level. Regarding the developed phonological skills, the four children who are at more advanced levels in this SEA appropriation process performed better in the probing activities/tasks. Most of the children were classified in their phonological abilities as ND (Not Developed). The results also suggest the possibility that there is a direct relationship between phonological awareness and progress in learning to write.