LANGUAGE DEVELOPMENTAL DISORDER

challenges and possibilities in the teaching-learning process in early childhood education

Abstract

This article dealt with Language Development Disorder in the context of the school life of school-aged children, under the perspective of the field of experience “Listening, speaking, thinking and imagination” proposed by the National Common Curricular Base for early childhood education. This scenario was due to the correlation between the elements, given that language is the connective link between them, both in oral, written and reading form. The research aimed to understand the challenges and possibilities in the teaching-learning process of children diagnosed with DLD. For this, research classified as a case study was developed, using interviews and Content Analysis as an instrument for collecting and processing data. The research findings point to mitigating difficulties for children with DLD in terms of writing, speaking and formulating hypotheses, but with possibilities of achieving the learning and development objectives promoted by the BNCC based on stimuli and pedagogical strategies that involve play, interaction, practice and imagination, contributing to the integral education of students