Elaboração de um protocolo de avaliação das habilidades visuais e auditivas para escolares de 4 a 6 anos
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Data
2020-05-27
Autores
Aguiar, Fernanda Aparecida [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Para que ocorra o aprendizado dos conteúdos oferecidos para a criança desde as séries iniciais, é necessário que ela acompanhe os marcos de desenvolvimento típicos, em diferentes domínios. Na fase pré-escolar (3 a 6 anos), é fundamental o acompanhamento desse desenvolvimento, com o objetivo de oferecer os recursos necessários para que a relação ensino-aprendizagem possa ser eficaz, favorecendo o processo de aquisição da leitura e escrita, assim como o acompanhamento pedagógico da criança. É cada vez mais recorrente a necessidade de avaliações específicas dos escolares nos anos iniciais, para identificar os domínios que precisam de intervenções precoces, garantindo a continuidade do aprendizado desses escolares. Este estudo teve como objetivo elaborar um protocolo de avaliação de habilidades auditivas e visuais para escolares de 4 a 6 anos de idade. Foi dividido em duas fases, a saber: (Fase I) elaboração do protocolo de avaliação das habilidades visuais e auditivas para escolares de 4 anos a 6 anos e 11 meses de idade, com base no levantamento da literatura nacional e internacional; (Fase II) etapas de construção do protocolo, visando à análise e julgamento dos juízes de diferentes áreas de atuação (âmbito clínico, de pesquisa e educacional). O protocolo foi submetido a uma banca de cinco juízes, que avaliaram a representatividade e a dificuldade da informação das provas, a representatividade e a dificuldade dos símbolos e a representatividade e a dificuldade da instrução da informação verbal das provas. Para tal, foi aplicado como metodologia estatística o índice de concordância de Kappa, com vistas a medir o grau de concordância entre duas variáveis e/ou resultados. Após análise dos juízes, foram feitas melhorias em relação à representatividade e dificuldade da informação das provas e da instrução da informação verbal das provas, seguidas de nova avaliação dos juízes. Os resultados estatísticos evidenciaram que o grau de concordância dos avaliadores nas habilidades auditivas e visuais apresentou melhora, com consequente validação do protocolo.
Follow up the typical developmental milestones in different domain is necessary for the children content learning since the early childhood education. The preschool phase (3-6 years) is the period when it is necessary to monitor this development in order to improve the teaching-learning relation favoring the process of reading and writing acquisition, as well as the child's pedagogical monitoring. It is increasingly recurrent the need for specific assessments of students in the early years to identify the domains that need early interventions, ensuring the continuity of the learning of these students. This study aimed to develop a protocol for the assessment of auditory and visual skills for schoolchildren aged 4 to 6 years. The study was divided into two phases. Phase 1 was the elaboration of the visual and auditory skills assessment protocol (PROHAB) for schoolchildren aged 4 to 6 years and 11 months of age based on a survey of national and international literature. Phase 2 were the protocol stage development aimed to analyze and judgement of the judges from different areas of activity, being in the clinical, research and educational scope. The protocol was submitted to a panel of five judges, that were selected to analyze and judge the protocol, evaluating the representativeness and the difficulty of the information of the tests, the symbols, and instruction of the tests. To perform the analysis of the judges, the Kappa Agreement Index was applied as a statistical methodology, used to measure the degree of agreement between two variables and / or results. The analysis of the judges pointed out that the protocol has to been improved in relation to the representativeness and difficulty of the information of the test and the representativeness and difficulty of the instruction of the verbal information of the test, according to the distribution among the judges. After the adaptations, the protocol was again submitted to the judges' evaluation. It was possible to observe that the number of relations between the judges who agreed was significantly higher considering the protocol validation. The statistical results showed that the degree of agreement of the evaluators in the auditory and visual skills showed a positive increase in relation to the two abilities, auditory and visual, which demonstrates that the protocol had a better score before the reassessment of the evaluators.
Follow up the typical developmental milestones in different domain is necessary for the children content learning since the early childhood education. The preschool phase (3-6 years) is the period when it is necessary to monitor this development in order to improve the teaching-learning relation favoring the process of reading and writing acquisition, as well as the child's pedagogical monitoring. It is increasingly recurrent the need for specific assessments of students in the early years to identify the domains that need early interventions, ensuring the continuity of the learning of these students. This study aimed to develop a protocol for the assessment of auditory and visual skills for schoolchildren aged 4 to 6 years. The study was divided into two phases. Phase 1 was the elaboration of the visual and auditory skills assessment protocol (PROHAB) for schoolchildren aged 4 to 6 years and 11 months of age based on a survey of national and international literature. Phase 2 were the protocol stage development aimed to analyze and judgement of the judges from different areas of activity, being in the clinical, research and educational scope. The protocol was submitted to a panel of five judges, that were selected to analyze and judge the protocol, evaluating the representativeness and the difficulty of the information of the tests, the symbols, and instruction of the tests. To perform the analysis of the judges, the Kappa Agreement Index was applied as a statistical methodology, used to measure the degree of agreement between two variables and / or results. The analysis of the judges pointed out that the protocol has to been improved in relation to the representativeness and difficulty of the information of the test and the representativeness and difficulty of the instruction of the verbal information of the test, according to the distribution among the judges. After the adaptations, the protocol was again submitted to the judges' evaluation. It was possible to observe that the number of relations between the judges who agreed was significantly higher considering the protocol validation. The statistical results showed that the degree of agreement of the evaluators in the auditory and visual skills showed a positive increase in relation to the two abilities, auditory and visual, which demonstrates that the protocol had a better score before the reassessment of the evaluators.
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Palavras-chave
Aprendizagem, Pré-escolar, Alfabetização, Learning, Preschool, Literacy