Linguagem na primeira infância: visão antes e durante a formação acadêmica

Abstract

This paper seeks to understand my academic trajectory from the study of different forms of communication in the early years of life and how I can contribute to this development, bringing information about the use of different languages in early childhood, specifically talking about music and painting. Here I bring a theoretical and practical view on the subject of languages in childhood. In this research, I aim to understand, in my trajectory of training for teaching in Special Education, the different forms of communication in the early years of life and how I can contribute to this multifaceted linguistic development. To do so, I tried to remember experiences I lived before and during my teacher education, in which I showed an interest for the study of languages when it started in the first year of my undergraduate studies, influenced by my work as a scholarship student at the Unidade de Educação Infantil Ipê Amarelo - UEIIA, at the Universidade Federal de Santa Maria - UFSM. The methodology of this work was based on the study of languages from readings on the subject in which I recall experiences lived before graduation and the memories at the beginning of the academic trajectory, the stories and pictures of the work done along the graduation. In this trajectory it was possible to learn about how important it is to listen to children's communication and in what other ways a child can express itself, besides oral language. It is possible to contribute to this process by planning environments that enable the development of languages through experiences and the use of materials that help communication, for example, through play, music, drawing, among other languages. I concluded that it is important to increasingly value the child in all its specificities and include them in the activities since the planning and provide a fair and inclusive education according to their potentialities.