Condições pedagógicas para a formação da competência em línguas estrangeiras de crianças em idade prévia

Rania Gennadievna Izmailova, Tatyana Gennadievna Sheinova, Ksenia Yurievna Soldatenko


O objetivo da pesquisa é identificar, fundamentar teoricamente e estudar empiricamente as condições pedagógicas para a formação da competência em língua estrangeira de pré-escolares. Os métodos consistem em procedimentos de diagnóstico autoral que visam a estudar a competência em línguas estrangeiras dos participantes da interação. A pesquisa identificou as especificidades da interação entre sujeitos de educação pré-escolar. Os autores revelaram a influência da participação dos pais na competência, motivação, atitude e abertura para aprender línguas estrangeiras, bem como a ansiedade psicológica dos pré-escolares em relação à percepção da fala estrangeira. Os autores expandiram as idéias sobre a formação da competência de língua estrangeira das crianças pré-escolares em teoria e prática pedagógica e sobre a realização das oportunidades de interação dos participantes com base na parceria sócio-pedagógica, que permite melhorar as atividades conjuntas entre as organizações pré-escolares modernas e familiares.


Abordagem de construção de competências; Competência em língua estrangeira dos pré-escolares; Aprendizagem precoce de línguas estrangeiras; Interação entre professores de pré-escola e familiares


ADLER, A. The education of children. London: Routledge, 2016.

AFANASYEV, V. V. Monitoring as a special kind of scientific theory and practice. Scientific Notes: Electronic Scientific Journal of Kursk State University, v. 26, n. 2, p. 1-4, 2013.

BIM, I. L. Competence building approach to education and foreign language learning. In: KHUTORSKY, A. V. (Ed.). Competencies in education: design experience. Мoscow: Scientific and Innovative Enterprise, 2007. p. 374.

BLESES, D. et al. Effective language and literacy instruction: evaluating the importance of scripting and group size components. Early Childhood Research Quarterly, v. 42, p. 256-69, Jan./Mar. 2018.

BORISOVA, N. B. Innovative activity in a preschool educational organization is the key to its competitiveness in the market of educational services. Universum: Psychology and Education, v. 28, n. 10, 2016.

BOWNE, J. B.; YOSHIKAWA, H.; SNOW, C. E. Relationships of teachers’ language and explicit vocabulary instruction to students’ vocabulary growth in kindergarten. Reading Research Quarterly, v. 52, n. 1, p. 7–29, Jan./Mar. 2016.

BURSA, A. European project on cooperation with the family concerning problems of bilingualism. In ANTONOVA, N.; PROTASOVA, E.; SIRKIYA, Y. (Eds.). Returning to bilingualism in russian kindergartens: regional experience. Helsinki: Suomi-Venäjä-Seura, 2016. p. 173-86.

CASTRO, D. C. et at. Early education of dual language learners: an efficacy study of the nuestros niños school readiness professional development program. Early Childhood Research Quarterly, v. 40, p. 188-203, July/Sept. 2017.

DREIKURS, R.; GREY, L. Logical consequences: a new approach to discipline. New York, NY: Plume, 1993.

DZHALALOVA, A. et al. Family language policy and bilingual education. In: PROTASOVA, E. Y. (Ed.). Bilingualism and environment. Berlin: Retorika, 2017. p. 8-45

FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE. Early education narrows the achievement gap with younger starts and longer stays. Science Daily, March 31, 2015. Available at:

GABDULCHAKOV, V. F. Multicultural language development of preschool children in Russia. Procedia: Social and Behavioral Sciences, v. 146, p. 222-5, Aug. 2014.

GANIMIAN, A. J.; MURNANE, R. J. Improving education in developing countries. Review of Educational Research, v. 86, n. 3, p. 719-55, 2016.

GENESEE, F. North america rethinking early childhood education for english language learners: the role of language. London: British Council, 2015. Available at:

GOLOVEY, L. A.; RYBALKO, E. F. (Eds.). Workshop on age psychology: manual. St. Petersburg: Rech, 2002.

HOFF, E.; QUINN, J.; GIGUERE, D. What explains the correlation between growth in vocabulary and grammar? New evidence from latent change score analyses of simultaneous bilingual development. Developmental Science, v. 21, n. 2, p. 1-28, 2017.

IRISKULOV, M. Teaching foreign languages at pre-school educational institutions. Foreign Languages in Uzbekistan, v. 7, n. 3, 2015.

JUSTICE, L. M.; JIANG, H.; STRASSER, K. Linguistic environment of preschool classrooms: what dimensions support children’s language growth? Early Childhood Research Quarterly, v. 42, p. 79-92, Jan./Mar. 2018.

KARAKAS, R. The use of cartoons for developing the skills of understanding and analyzing of children in preschool period. Procedia: Social and Behavioral Sciences, v. 46, p. 3026-30, 2012.

KHUSNULLINA, R. R. New technology in teaching foreign language: traditions and innovations in teaching english. In: INTERNATIONAL CONFERENCE, 2012, Kazan. Proceedings… Kazan, 2012. p. 55-8.

KIRILLOV, I. L.; DEVYATYH, S. Y.; USHAKOVA, O. S. Preschool education in a country and the world: historical preschool education in a country and the world: historical experience, state and prospects experience, state and prospects. In: INTERNATIONAL SCIENTIFIC CONFERENCE, 3, 2014, Prague. Materials…. Prague: Vědeckovyda- deckovydavatelské centrum «Sociosféra-CZ», 2014.

KOCAMAN, O.; KOCAMAN, N. Age factor in foreign language education at preschool level. Procedia: Social and Behavioral Sciences, v. 55, p. 168-77, 2012.

KREN, A. A.; VOVK, E. V. Analysis of the concept “senior preschoolers’ communicative competence” in modern literature. Universum: Psychology and Education, v. 48, n. 6, 2018.

LAZĂR, A. Pre-primary educators and the use of digital resources to raise early foreign language awareness. Procedia: Social and Behavioral Sciences, v. 180, p. 841-6, May 2015.

LINDHOLM-LEARY, K. Bilingual and biliteracy skills in young Spanish-speaking low-SES children: impact of instructional language and primary language proficiency. International Journal of Bilingual Education and Bilingualism, v. 17, n. 2, p. 144-59, 2014.

LITTLE, D. The common european framework of reference for languages: perspectives on the making of supranational language education policy. The Modern Language Journal, v. 91, n. 4, p. 641-53, 2007.

MARKUSSEN-BROWN, J. et al. The effects of language- and literacy-focused professional development on early educators and children: a best-evidence meta-analysis. Early Childhood Research Quarterly, v. 38, p. 97-115, Jan./Mar. 2017.

MARTI, M. et al. Intervention fidelity of getting ready for school: associations with classroom and teacher characteristics and preschooler’s school readiness skills. Early Childhood Research Quarterly, v. 44, p. 55-71, July/Sept. 2018.

MCCOY, D. C. et al. Measuring early childhood development at a global scale: evidence from the caregiver-reported early development instruments. Early Childhood Research Quarterly, v. 45, p. 58-68, Oct./Dec. 2018.

MIROLYUBOV, A. A. (Ed.). Methods of teaching foreign languages: traditions and modernity. Obninsk: Titul, 2010.

MOROZOVA, N. A.; REUTSKAYA, N. A. On the problem of implementing the competence approach in preschool education. Upbringing and Education of Young Children, n. 2, p. 1-7, 2014.

PIERCE, L. et al. Variations in phonological working memory: linking early language experiences and language learning outcomes. Applied Psycholinguistics, v. 38, n. 6, p. 1265-300, 2017.

PIERCE, L. Some international trends in early bilingual education. The Russian Language Abroad, v. 6, p. 4-10, 2016.

PROTASOVA, E. Y.; RODINA, N. M. Teaching a foreign language to preschool children: program “little by little”. Мoscow: Karapuz-Didaktika, 2009.

REZZONICO, S. et al. Improving preschool educators’ interactive shared book reading: effects of coaching in professional development. American Journal of Speech-Language Pathology, v. 24, n. 24, p. 717-32, Nov. 2015.

RIBEIRO, L. A., ZACHRISSON, H. D., DEARING, E. Peer effects on the development of language skills in norwegian childcare centers. Early Childhood Research Quarterly, v. 41, p. 1-12, Oct./Dec. 2017.

ROGERS, C. R. et al. Person to person: the problem of being human: a new trend in psychology. Lafayette, CA: Real People, 1967.

ROJAS-BARAHONA, C. A. et al. Improvement of working memory in preschoolers and its impact on early literacy skills: A study in deprived communities of rural and urban areas. Early Education and Development, v. 26, n. 5-6, p. 871-92, 2015.

RUBLEVA, Y.Y. The essence of pedagogical interaction as a factor in the development of all participants in the educational process. Mir Nauki, v. 4, n. 3, p. 1-18, 2016.

SAFONOVA, V. V. Children’s cultural studies as an integral part of modern primary language education in Russia. Foreign Languages in School, n. 12, p. 3-16, 2017.

SAWYER, J. In what language do you speak to yourself? A review of private speech and bilingualism. Early Childhood Research Quarterly, v. 36, p. 489-505, July/Sept. 2016.

SKINNER, B. F. Whatever happened to psychology as the science of behavior. American Psychologist, v. 42, n. 8, p. 780-6, 1987.

SKUDAREVA, G. N. Modern ideas about public participation in Russian education. Newsletter of the Kostroma State University, 2016. Available at:

SPIEWAK TOUB, T. et al. The language of play: developing preschool vocabulary through play following shared book-reading. Early Childhood Research Quarterly, v. 45, p. 1-17, Oct./Dec. 2018.

STEINER, N.; HAYES, S. L. 7 steps to raising a bilingual child. New York, NY: American Management Association, 2008.

TIMOSHENKO, V. I.; OSPANOVA, V. A. Problems of early learning in foreign language education. Bulletin of the Karagand a University, 2016. Available at:

TYASTO, A. A. Games as a means of developing foreign language skills. Young Researcher, v. 2, p. 561-2, 2015.

UMURZAKOVA, D. I.; MAHMUDOV, S. I. The role of clubs in learning foreign languages. Nauchnyi Almanakh, v. 17, n. 3-2, p. 308-10, 2016. Available at:


VERHAGEN, J.; LESEMAN, P. How do verbal short-term memory and working memory relate to the acquisition of vocabulary and grammar? A comparison between first and second language learners. Journal of Experimental Child Psychology, v. 141, p. 65-82, Jan. 2016., 2016.

VORONOVA, L. S.; MAYEVSKAYA, A. Y. Foreign language communicative competence and its component competencies. Relevant Problem in Humanities and Natural Sciences, n. 2, 2015. Available at:

WALLACE JACOBY, J.; LESAUX, N. K. Language and literacy instruction in preschool classes that serve latino dual language learners. Early Childhood Research Quarterly, v. 40, p. 77-86, July/Sept. 2017.

SHING, R. W. K. Do Hong Kong pre-school teachers of English engage in learning and teaching activities conducive to young children’s vocabulary development? In: MURPHY, V. A.; EVANGELOU, M. (Eds.). Early childhood education in english for speakers of other languages. London: British Council, 2016. p. 195-206. Available at:

YAZEJIAN, N. et al. High-quality early education: age of entry and time in care differences in student outcomes for English-only and dual language learners. Early Childhood Research Quarterly, v. 32, p. 23-39, July/Sept. 2015.

ZAPOROZHETS, A. V.; LISINA, M. I. The development of preschoolers’ communication. Мoscow: Pedagogy, 1974. Available at:

ZIMNYAYA, I. A. A person’s competence: a new quality of education results. Modern Higher Education, n. 5, p. 34-42, 2003.



  • Não há apontamentos.

Direitos autorais 2018 Revista Ensaio: Avaliação e Políticas Públicas em Educação

Licença Creative Commons
Este obra está licenciado com uma Licença Creative Commons Atribuição-NãoComercial 4.0 Internacional.


Programa de Apoio às Publicacoes Cientificas (AED) do Ministério da Ciência, Tecnologia e Inovação (MCTI), Conselho Nacional de Desenvolvimento Cientifico e tecnologico (CNPq), Ministerio da Educação (MEC), Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes) e Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro - FAPERJ.

SCImago Journal & Country Rank