A Prática Corporal Como Expressão Da Imaginação Da Criança Na Brincadeira: Uma Perspectiva Da Psicologia Histórico-Cultural

Sampaio, Juarez Oliveira; David, Ana Cristina de; Filho, Líno Castellani; Húngaro, Edson Marcelo

doi:10.22456/1982-8918.72972

Cited by 5 publications

(7 citation statements)

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“…Many other games were also related to the colors, especially in the High-Contrast and Luminous cubes. When playing with imagination, the child uses concepts and generalizations that are beyond the possibilities of reality but can be articulated in their actions in fantasy 8 .…”

Section: Discussionmentioning

confidence: 99%

“…The tactile cube encouraged touching actions and games such as sliding the hand and shaking, swinging, turning, spinning, and knocking were mentioned. Sampaio et al 8 demonstrated that children between the ages of 4 and 5 years use speech as an intermediate assistant while planning their actions 8 . The child uses speech to assist in processing their thoughts while solving a task and, at the same time, interposes in the process of developing their thinking.…”

Section: Discussionmentioning

confidence: 99%

“…The children gave a new meaning to that object, by when pretending that the cube was a tower, a ball, a tree, and others. Until reaching the age of 3, the child has a concrete relationship with objects in the real world, by the preschool age they can, through their imagination, represent objects mentally, giving new meaning and verbalizing 8 . Some children mentioned games involving popular characters, like "Hulk" and "Spider-Man", which is typical of the pre-operational thinking stage proposed by Pia-get when children develop cognitive functions that result in logical thinking and concept formulation, and the use of symbols and language becomes broader.…”

Section: Discussionmentioning

confidence: 99%

“…Oliveira et al 6 study has shown that, while manipulating sensorial cubes, children can imagine games, for instance, the luminous cube was compared to a lampshade in a playhouse, and the cube with auditory stimulation could be used to make music and play basketball. It is noticeable that the imagination allows the child to create different meanings for the same object, whether to interact with a friend or to play by themselves 7 , being an important mediator for child development and perception of the self as a whole 8 .…”

Section: Introductionmentioning

confidence: 99%

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Manipulative skills and games performed by children ranging from 4 to 6 years of age while exploring sensorial cubes

Pereira

Souza

Palhares

et al. 2022

Motriz: rev. educ. fis.

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To identify and describe the manipulative actions of typical children ages between 4 and 6 years, and the games performed while exploring cubes with different sensorial stimuli. Methods: Cross-sectional, descriptive, and exploratory study. Sixteen typical children aged 4 to 6 years (mean age: 5.78 ± 1.04 years) were filmed, from different angles, during the exploration of six cubes with different sensorial stimuli (transparent, black, tactile, auditory, luminous, and high-contrast). The cubes were delivered in random order and the children explored the cubes for 40 s each. At the end of the explorations, they were asked about what kind of game they could play with that object. The images were observed by the BS Player Profile. Results: Seventeen different types of interactions with the cubes were registered, such as: pushing, shaking, reaching for (bimanual and unimanual), bringing closer to the eyes, knocking, touching with the fingers/hand, throwing upwards, and others. The tactile cube was the favorite among the children (9 children), followed by the luminous cube (6 children). They proposed games with all of the cubes, standing out playing dice (all cubes), building towers, and castles. Conclusion: In the observed group of children, 17 manipulative skills were identified. The games performed during the exploration of the cubes were based on association with other similar objects previously known, related to the visual stimuli provided by the cubes, verbal description of actions that could be performed with that cube, imagination related games using figurative images, and sports-related activities/games.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Manipulative skills and games performed by children ranging from 4 to 6 years of age while exploring sensorial cubes

Pereira

Souza

Palhares

et al. 2022

Motriz: rev. educ. fis.

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“…El niño podrá conocer su cuerpo y sus posibilidades, aumentando posteriormente su autoestima. Reconocerá las fortalezas que tiene, intentará afrontar retos con su propio dominio corporal y favoreciendo, poco a poco, una mayor autoconfianza, llegando a obtener la necesaria autonomía para su día a día (Martinek, Holland & Seo, 2019;Martínez-Martínez & González-Hernández, 2018;Missana, Rajhans, Atkinson & Grossmann, 2014;Sampaio, De David, Filho & Húngaro, 2017).…”

Section: Sobre Los Contenidos a Enseñarunclassified

¿Cómo debe ser el trabajo de Educación Física en Educación Infantil? (¿How should Physical Education work in Early Childhood Education be?)

Arufe-Giráldez

2019

Retos

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La Educación Física en Educación Infantil concentra un gran protagonismo en el desarrollo óptimo de cada una de las esferas del niño: física, social, afectivo-emocional y psíquica. Dotar de una gran información y formación a los futuros docentes de Educación Infantil, enseñando los contenidos a tratar desde esta materia es una pieza clave en el puzle del currículo educativo. A través de este artículo se indaga en los contenidos de Educación Física que se deben abordar en las clases de Educación Infantil y cómo enseñarlos. Se expone también un modelo de ficha didáctica para el análisis de las tareas y juegos programados y un planteamiento de la sesión basada en siete momentos. Se concluye la importancia de realizar programas de Educación Física bien dirigidos y planificados para el bienestar físico, social y emocional del niño, la mejora de la adherencia al ejercicio físico y la importancia del juego como vehículo generador de aprendizaje, no solo de contenidos propios del área sino también de otras áreas temáticas. Abstract. Physical Education in Early Childhood Education focuses greatly on the optimal development of each of the children’s spheres: physical, social, affective-emotional, and psychic. Providing future Early Childhood teachers with strong information and training while teaching them the contents that need to be developed in this subject is a cornerstone of the educational curriculum. This article investigates the Physical Education contents that should be worked on within Early Childhood Education, as well as how to teach them. It also presents a didactic sheet model for the analysis of tasks and planned games, as well as an approach to sessions based on seven moments. As a conclusion, carrying out well directed and planned Physical Education programs is essential for children’s physical, social, and emotional well-being, and for increasing adherence to physical exercise. Moreover, games represent an important vehicle for generating learnings not only regarding area-specific contents, but also those from other thematic areas.

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Recursos Do Ambiente Familiar E Desempenho De Leitura Em Adolescentes

et al. 2022

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RESUMO Este estudo teve como objetivo verificar a associação entre os recursos do ambiente familiar e a leitura de adolescentes. Participaram 106 adolescentes, de ambos os sexos, de 11 a 16 anos, sem queixas de dificuldades de aprendizagem. Para a coleta de dados utilizou-se um texto narrativo, o questionário de múltipla escolha sobre o texto e o de Recursos do Ambiente Familiar, adaptado. Foi realizada a análise descritiva e inferencial por meio dos testes correlação de Spearman, Mann-Whitney e Kruskal Wallis, com nível de significância de 5%. Os recursos que promovem os processos proximais e as práticas parentais contribuíram para um melhor desempenho de leitura. Em contrapartida, a categoria de atividades previsíveis contribuiu negativamente. Assim, o ambiente e os recursos influenciaram o desempenho leitor dos adolescentes. Conclui-se que é importante a elaboração de medidas escolares e de políticas públicas, para fortalecer a relação família-escola, ampliar os recursos familiares e tornar o ambiente favorável ao ensino.

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A Prática Corporal Como Expressão Da Imaginação Da Criança Na Brincadeira: Uma Perspectiva Da Psicologia Histórico-Cultural

Cited by 5 publications

References 1 publication

Manipulative skills and games performed by children ranging from 4 to 6 years of age while exploring sensorial cubes

Manipulative skills and games performed by children ranging from 4 to 6 years of age while exploring sensorial cubes

¿Cómo debe ser el trabajo de Educación Física en Educación Infantil? (¿How should Physical Education work in Early Childhood Education be?)

Recursos Do Ambiente Familiar E Desempenho De Leitura Em Adolescentes

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