Supervised teaching practice and the development of phonological awareness

Abstract

The development of phonological awareness is a process that marks the first years of the children at school. Nevertheless, it must be prepared years before the children go to school, beginning in the family context and proceeding in educational context, namely between 3 and 6 years of age. Obviously, the approach of this process is an important part of initial training for early childhood educators and primary school teachers. In this text, the results of a study designed to determine the impact of the approach of the development of phonological awareness with Higher Education students on projects they develop within their supervised teaching practice in articulation with the seminar are presented and discussed. The data collected in documents presenting the projects were submitted to content analysis considering essential aspects of phonological awareness: i) periods of phonological awareness addressed; ii) phases of phonological awareness addressed; iii) types of phonological awareness exploited; iv) types of activities implemented. Some problems were identified and solutions presented to solve them within professional training.