Children with Down syndrome: referencing and multimodality in playful context
Our aim is to present the use of the multimodal referencing (ÁVILA-NÓBREGA, 2017) of two children with Down syndrome, in the joint engagement in playful contexts. Regard DS, theoretical postulates of Pueschel (2002) will be presented. Regard referencing, we mention the relations of reiteration and a...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Universidade Federal de Goiás (UFG) |
| Repositorio: | Signótica (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.ufg.br:article/49409 |
| Acceso en línea: | https://revistas.ufg.br/sig/article/view/49409 |
| Access Level: | acceso abierto |
| Palabra clave: | Multimodal referencing. Down syndrome. Joint engagement. Referencia multimodal. Síndrome de Down. Compromiso conjunto. Referenciação multimodal. Síndrome de Down. Engajamento conjunto. |
| Sumario: | Our aim is to present the use of the multimodal referencing (ÁVILA-NÓBREGA, 2017) of two children with Down syndrome, in the joint engagement in playful contexts. Regard DS, theoretical postulates of Pueschel (2002) will be presented. Regard referencing, we mention the relations of reiteration and association. About what we conceive by multimodality, we have based McNeill’s studies (1985) and defend the notion of joint engagement, according to studies by Tomasello (2003). Our data were collected in the Speech Therapy Clinic of the Universidade Federal da Paraíba, and the videos containing the data collected in the clinic have an average of 30 minutes duration. |
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