“¿Sabés qué es…?” Explicaciones de niños tutores en torno a vocabulario no familiar. Un estudio con niños de poblaciones urbano marginadas de Argentina/ “Do you know what it is…?” Explanations of child tutors about non familiar vocabulary. A study with children from marginalized urban populations of Argentina

Autores/as

  • Florencia Alam Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Argentina
  • Maia Julieta Migdalek Consejo Nacional de Investigaciones Científicas
  • María Laura Ramirez Universidad de Buenos Aires
  • Alejandra Stein Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Argentina
  • Celia Renata Rosemberg Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Argentina

DOI:

https://doi.org/10.22544/rcps.v36i02.01

Palabras clave:

Interacciones entre niños, tutorías, explicación, vocabulario, poblaciones urbano-marginales, Children’s interaction, tutoring, explanation, vocabulary, urban-marginalized populations

Resumen

EspañolEn el presente estudio se analizan situaciones de alfabetización entre díadas de niños de 12 años, que asistían a la escuela primaria y niños de 5 años de jardín de infantes generadas en el marco del programa de niños tutores en alfabetización “De niño a niño” (Rosemberg y Alam, 2009) orientado a promover el aprendizaje de la lectura y la escritura de niños, quienes viven en poblaciones urbano marginadas de Argentina. El análisis se focaliza en las secuencias de intercambio en las que los niños mayores (tutores) explican palabras poco familiares a los niños pequeños (aprendices) durante distintos tipos de actividades: lectura de cuentos y actividades focalizadas en el sistema de escritura y el vocabulario. Durante el año escolar, se llevaron a cabo 7 sesiones y las sesiones de 8 díadas fueron filmadas y transcriptas. Se identificaron 89 secuencias donde el tutor explicaba una palabra al aprendiz. Para el análisis, se elaboró una categorización que da cuenta de la estructura conversacional de las secuencias de explicación -modalidad monologal o dialogal- y del tipo de información empleada -estrategias que recurren a aspectos semánticos y de contextualización. A fin de comparar cómo se despliegan estas secuencias en cada tipo de actividad, se emplearon pruebas estadísticas no paramétricas. Los resultados mostraron una preeminencia de la modalidad monologal y un mayor empleo de estrategias que recurren a aspectos semánticos en las situaciones de lectura. En las otras actividades de alfabetización, prevaleció la modalidad dialogal y el empleo de estrategias de contextualización.English This study analyzes literacy situations between dyads of 12-year-olds attending primary school and 5-year-old kindergarten children generated in the framework of the “De niño a niño” program (Rosemberg & Alam, 2009). The goal of this program is to promote reading and writing learning among children living in urban-marginalized populations in Argentina. The analysis focuses on the interventions used by older children (tutors) to explain unfamiliar words to younger children (apprentices) in the context of different types of activities: reading stories and activities focused on the writing system and vocabulary. During the school year, 7 sessions were held. The tutoring sessions of 8 dyads were videotaped and transcribed. Eighty-nine exchanges in which a tutor explained a word to the apprentice were identified. For the analysis, a categorization was elaborated focusing on the conversational structure of the explanation sequence modality - monologal or dialogal - and the type of information used for the explanation -strategies that resort to semantic and contextual aspects. In order to compare how these sequences were deployed in each type of activity, nonparametric statistical tests were used. The results showed a pre-eminence of the monologal modality and a greater use of strategies that resort to semantic aspects in reading situations. In the other literacy activities, the dialogal modality and the use of contextual aspects prevailed.

Biografía del autor/a

Florencia Alam, Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Argentina

Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental (CIIPME-CONICET)

Maia Julieta Migdalek, Consejo Nacional de Investigaciones Científicas

Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental (CIIPME-CONICET)

María Laura Ramirez, Universidad de Buenos Aires

Facultad de Filosofía y Letras de la Universidad de Buenos Aires

Alejandra Stein, Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Argentina

Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental (CIIPME-CONICET)

Celia Renata Rosemberg, Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Argentina

Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental (CIIPME-CONICET)

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Publicado

2017-12-20

Cómo citar

Alam, F., Migdalek, M. J., Ramirez, M. L., Stein, A., & Rosemberg, C. R. (2017). “¿Sabés qué es…?” Explicaciones de niños tutores en torno a vocabulario no familiar. Un estudio con niños de poblaciones urbano marginadas de Argentina/ “Do you know what it is…?” Explanations of child tutors about non familiar vocabulary. A study with children from marginalized urban populations of Argentina. Revista Costarricense De Psicología, 36(2), 83–103. https://doi.org/10.22544/rcps.v36i02.01