Resumo

EISENBERG, Zena Winona. A relação entre linguagem e tempo na compreensão da rotina escolar. Revista da FAAEBA: Educação e Contemporaneidade [online]. 2009, vol.18, n.31, pp.53-62. ISSN 0104-7043.

This research sought to establish a relationship between the development of language and the development of temporal concepts in three to five year old children. Twenty children participated in the study (9 girls and 11 boys). In order to compare them, we used a measure of receptive language (PPVT-III) that is commonly employed in psychological research. Each child completed two temporal tasks. The first consisted of sequencing photos of his/her routine at his/her daycare/school on a panel that represented a generic day. The second consisted of giving answers to temporal questions. Results confirmed the initial hypothesis that there would be a relationship between the development of language and the child’s understanding of temporal concepts. Those results are discussed in light of the early childhood education environment and its role in the development of temporal concepts.

Palavras-chave : Temporal Concepts; Language Development; Early Childhood Education.

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