Este artigo apresenta um programa de promoção da auto-regulação da aprendizagem escolar para adolescentes. À luz das teorias da auto-regulação, em particular do modelo do adaptable learning, as 12 sessões do programa desenvolvem competências de análise e de definição de objectivos, de planeamento e de avaliação das tarefas de aprendizagem e de resolução de problemas. Neste quadro, as actividades do programa cobrem componentes motivacionais, cognitivas e metacognitivas da aprendizagem. Por sua vez, à luz das teorias construtivistas da aprendizagem aposta-se numa dinâmica de treino assente, em primeiro lugar, na realização individual das tarefas, seguida da discussão em grupo das estratégias usadas e resultados atingidos. A par da estrutura organizativa das 12 sessões do programa, descreve-se a estrutura interna de cada sessão, destacando-se a dinâmica das mesmas e os procedimentos seguidos de forma a maximizar o envolvimento e a auto-regulação dos alunos.
To develop emergent literacy skills, preschool children need to be supported by adults in a rich and stimulating
environment. During the first lockdown due to the SARS-CoV2 virus, there were several social, family, technological, and
individual barriers to promote family literacy and emergent literacy. In the present study, we aimed to provide insight on the
relationship between family literacy practices and emergent literacy skills among preschool children after the first confinement
due to COVID-19 pandemic. This study included 102 participants, which consisted of parents (90.2% mothers) and one preschool child
per parent. Results showed evidence of a higher frequency of training and teaching activities than family literacy playful
activities. There were statistically significant differences in emergent skills, according to the frequency of family playful
activities and family training and teaching activities. Results suggest that different family literacy practices are significantly
correlated to all the emergent literacy skills evaluated.
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