Navegando por Assunto "Brincadeiras"

Agora exibindo 1 - 9 de 9

Acesso aberto (Open Access)
Brincadeiras, jogos e a autorregulação da aprendizagem na educação infantil: um estudo de intervenção
(Universidade Federal do Pará, 2018-01-31) FURTADO, Maria Roberta Miranda; RAMOS, Maely Ferreira Holanda; http://lattes.cnpq.br/8174411008021957
The present research aims to study the self-regulation of learning in Early Childhood Education through games and games. Self-regulation of learning in young children has been increasingly effective in the school environment as it can help children in their cognitive and metacognitive development. Self-regulation of learning refers to the individual's ability to become more independent and autonomous in their own learning. The self-regulation of learning is a current proposal, supported by the Cognitive Social Theory of Albert Bandura (2008). Given the importance of this construct can mean for the educational field and more specifically for Early Childhood Education, it seeks to understand how self-regulation of learning can contribute to the cognitive development process of preschool children through games and games. From the theoretical-methodological point of view, this study consists of an exploratory and descriptive research of quantitative character, constituting also as an intervention study. Through the application of the CHILD-Independent-Learning Development Toolkit (PISCALHO; VEIGA SIMÃO, 2014), it was observed that children presented less self-regulating aspects in the motivational and cognitive dimensions, which were central focus for the construction of the Intervention Plan, following the assumptions of the Cognitive Social Theory. This is an important collaborative tool for achieving these results in Early Childhood Education.
Acesso aberto (Open Access)
Brincando no sítio: crianças, cultura material e passado na Amazônia
(Universidade Federal do Pará, 2016-12) BEZERRA, Márcia
Acesso aberto (Open Access)
O brincar e as relações de genêro entre meninas e meninos na educação infantil desvelados pelo linguagem fotográfica
(Universidade Federal do Pará, 2018) SOUSA, Naire Gomes de; SOUZA, Ana Paula Vieira e; VIEIRA, Norma Cristina
Acesso aberto (Open Access)
O contexto das brincadeiras das crianças ribeirinhas da Ilha do Combu
(2008) TEIXEIRA, Sônia Regina dos Santos; ALVES, José Moysés
This study describes the context of plays among preschoolers on Combu Island, near Belém, PA, focusing on aspects of physical and social environment as well as the main activities of adults and the peculiarities of the make-believe play. Thirteen children (11 boys and 2 girls,) aged between four and five years old participated in the research. The children and their relatives were interviewed, and the group was observed while playing at their homes. The play was analyzed with reference to the themes, their peer group, the location, the objects involved, and the implicit meaning in each activity. Although the children were in close contact with an urban setting, they showed a strong affinity with their riverine environment.
Acesso aberto (Open Access)
Crianças em acolhimento institucional: brincadeiras, espaços e interações
(Universidade Federal do Pará, 2014-04-10) OLIVEIRA, Luísa Sousa Monteiro; MAGALHÃES, Celina Maria Colino; http://lattes.cnpq.br/1695449937472051
The objective of this study was to investigate the play contexts in a host institution for children in Belém-PA as a microsystem by analyzing the activities, interactions and roles. The participants were 10 children from five to six years old, of both genders, with the host time ranging from one to 12 months. Two contexts were elected to be observe in participants in situations of play: the structured context (SC), represented by the toy library; and the semistructured context (SSC), represented by the shed, the playground and the pool. 117 records of five minutes were recorded, amounting to 585 minutes of observation. The results showed that regarding the activities, the symbolic play category was the most frequent (43.25%), followed by the physical contingency (35.04%) and the exploratory play (8.38%). The choice of play varied depending on the context, the symbolic obtained the highest number of occurrences in the SC and physical contingencies in SSC. The themes of the plays varied according to the gender variable; the girls played with themes related to family and home life; on the other hand, boys preferred to play with themes related to super heroes and the world of work. The choice of partners was also influenced by the context, although the highest percentage of partnerships occur with the coevals, the SSC, allowed the children to interact with a more diverse and larger group of partners, and allow the approach of sibling groups. Differentiated gender roles were perceived; the boys took over more roles of villains, superheroes, while girls preferred to take roles of mother, daughter, doctor, etc. It is considered that the host institution represented an elementary microsystem of development, which should ensure and encourage, among other skills, the engagement of children in a large and diverse array of plays. The study elucidates the need for flexibility in the use of spaces, promoting interaction between siblings, developing strategies for integration of the educators in the contexts and creating opportunities that encourage aproximate the family to interact in the plays with children.
Acesso aberto (Open Access)
Diferenças de gênero na preferência de pares e brincadeiras de crianças
(2013) MENEZES, Aline Beckmann de Castro; BRITO, Regina Célia Souza
Sexual dimorphism in peer and play preference has been observed in very early ages. Children with atypical gender behavior usually present socialization difficulties. Their preferences were investigated through two standardized instruments: Playmate and Play Style Preferences Structured Interview and Human Figure Drawing. The participants were 234 children, from 9 to 11 years old, 120 girls. It was observed high correlation between child sex and peer sex as well as type of play and sex of the person drawn, corroborating similar data from international literature. It has been concluded that children between 9 and 11 years old have gender typical choice patterns, but they are not inflexible.
Acesso aberto (Open Access)
Diferenças de gêneros nos grupos de brincadeira na rua: a hipótese de aproximação unilateral
(2006) SILVA, Lúcia Isabel da Conceição; PONTES, Fernando Augusto Ramos; SILVA, Sarah Danielle Baia da; MAGALHÃES, Celina Maria Colino; BICHARA, Ilka Dias
This study examined aspects of sex differentiation among children and adolescents engaged in play activities in the street. The participants included 668 individuals between the ages of one and 18 years (245 girls and 423 boys), residing near three streets in a peri-urban area of Belém, during a one-year period. Scan sampling was utilized and the following variables were recorded: the identity and number of participants, group composition, type of play activity, age and play locale. There were gender differences related to the frequency of participation and types of activity. Although males were more numerous than females in the street, and play activities were largely sex-typified and segregated, females tended to participate in masculine dominant activities. The data on group composition, segregation, typology, game and toy preference lead us to infer the presence of gender-related unilateral approximation.
Acesso aberto (Open Access)
Porto das brincadeiras no Porto-do-Sal (Belém-Pará): uma leitura antropológica das práticas da infância
(Universidade Federal do Pará, 2006) AZEVEDO, Alexandre Mauricio Fonseca de; ANTONAZ, Diana; http://lattes.cnpq.br/7547028254641362
This dissertation is the result of na anthropological investigation about the practices and representation of children who live in the neighbourhood of Porto do Sal, Belém – Pará. Ethnography, as result of long-term observation and the use of photography are the main tools by which games, understood as social practices, are analysed.
Acesso aberto (Open Access)
A transmissão da cultura da brincadeira: algumas possibilidades de investigação
(2003) PONTES, Fernando Augusto Ramos; MAGALHÃES, Celina Maria Colino
This article outlines possibilities of investigating factors related to the transmission of play culture. Play is actively implicated in social learning, where, among other things, routines, vocabulary, types of rules and a interactions are learned. We believe that a thorough investigation of these factors, as well as a study of these play–related categories are important. Not only because they provide opportunities for a complete description of play and occurrence of learning in a natural setting, but also because they serve as indicators for understanding the relationships between groups of children, their socialization, and involvement as agents of cultural transmission.