Resumo

SIMOES DE OLIVEIRA, Keilla Rebeka; DE SOUSA BRAZ-AQUINO, Fabíola  e  RIBEIRO SALOMAO, Nádia Maria. Language Development in Early Childhood and Linguistic Styles of Educators. Av. Psicol. Latinoam. [online]. 2016, vol.34, n.3, pp.457-472. ISSN 1794-4724.  https://doi.org/10.12804/apl34.3.2016.02.

The study aimed to know how the language of children in preschool age in the context of daycare, and charac terize the linguistic styles of educators in interaction with these children. It included nine children aged between one and three years and their educators. Data were collected through nine videotaped observations of interactions between children and children/educators in play situations. The videotaped observations lasted 20 minutes, of which were taken 10 minutes for transcription of episodes. For data analyses were defined linguistic styles for children and educators’ speaks. It was found that children of one year primarily communicated through gestures, while interactions in other ages were predominant through oral language. The linguistic styles of educators varied according to age of the child present in interaction, being predominant the use of directives, mainly on observations of one year’s children. It is observed that the presence of educator was rare in interactions, especially with children of two and three years, and the impact of these episodes in learning and child development in the early years of life.

Palavras-chave : language development; child education; social interaction.

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