O brincar de contar e construir histórias
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Data
2011-11-23
Autores
Beira, Renata Palhares [UNIFESP]
Orientadores
Uchôa-Figueiredo, Lúcia da Rocha [UNIFESP]
Tipo
Trabalho de conclusão de curso de graduação
Título da Revista
ISSN da Revista
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Resumo
No decorrer do desenvolvimento infantil são encontrados diversos elementos que
contribuem para a evolução desta etapa, sendo o brincar um dos principais
componentes. A prática do brincar proporciona o desenvolvimento da habilidade de
criação e possibilita a utilização da personalidade total do indivíduo. A criança quando
permite ampliar o seu espaço lúdico, consegue criar, promovendo a expansão do real
desenvolvimento, fazendo com que haja progresso na própria trajetória. Este trabalho
objetiva apresentar os resultados em que foram avaliados: o comportamento lúdico, os
interesses, as capacidades e dificuldades de crianças na fase pré-escolar. O trabalho
teve como participantes: dez mães e seus respectivos filhos no Centro de Atendimento
a Família (C.A.F.) “Só Pra Te Vê”, situado na Zona Noroeste de Santos. Os
participantes foram selecionados respeitando os critérios de inclusão: crianças na faixa
etária de 04 a 06 anos e a assinatura pelas mães do Termo de Consentimento Livre e
Esclarecido. As mães foram entrevistadas antes dos encontros de contação de
histórias, para tal utilizou-se a versão adaptada transculturalmente da Entrevista com
os Pais Sobre o Comportamento Lúdico da Criança (EIP) – versão 02. Este
instrumento possibilita conhecer qual o interesse da criança, como se comunica, do
que ela gosta, do que ela não gosta, os brinquedos preferidos, algumas característica
de seu brincar, seus parceiros de brincadeira e sua atitude lúdica. Este foi aplicado
novamente no final das intervenções, com a finalidade de observar modificações das
respostas das mães quanto ao comportamento lúdico da criança. Para a coleta destes
dados, utilizou-se um Diário de Observação composto por categorias relativas às
características da atitude lúdica e para os itens observados e anotados para cada
criança ao longo de cada uma das histórias, foram estabelecidos os seguintes
critérios: apresenta seguramente o comportamento; apresenta o comportamento de
forma insegura; não apresenta o comportamento; comportamento não observado. A
região onde este trabalho foi desenvolvido é uma região marcada por considerável
número de crianças em situação de vulnerabilidade social, que apresentam poucas
oportunidades de expandir seu repertório através do brincar, devido às baixas
condições socioeconômicas e também pelo empobrecimento de estímulo no período
da infância. Os resultados apontam que os elementos lúdicos que os participantes
tiveram maior desempenho ao longo das histórias foram: curiosidade, prazer e
espontaneidade. Já nos aspectos como a criatividade, iniciativa, senso de humor,
gosto pelo desafio, resolução de problemas e exploração de materiais, observou-se
um menor rendimento. Notou-se que na fase inicial das intervenções as crianças se
mostravam muito agitadas e com baixa concentração e no decorrer ficou evidente
mudanças no comportamento destas, sendo possível observar o envolvimento, a
concentração por um período maior, além da colaboração destas. Concluiu-se que
apesar de alguns elementos do comportamento lúdico não terem tido uma evolução
notável, o repertório dos participantes mostrou-se enriquecido a partir do brincar de
contar histórias.
In the course of child development are found several elements that contribute to the evolution in this step, being the play one of the main components. The practice of playing provides the skill development of creation and allows use of the individual's total personality. When the child lets enlarge your playful space, could create, promoting the expansion of real development, making progress on its own trajectory. This work aims to present the results that have been assessed: the playful behavior, interests, skills and difficulties of children in the pre-school stage. Was developed with ten mothers and their children in Family Care Center (C.A.F.) "Só Pra Te Ver", situated in the North-west of Santos. They were selected respecting the criteria for inclusion: children aged years between 06 and 04 and the signing by the mothers of the term of free and informed contentment. Mothers were interviewed before the meetings of storytelling, it was used the culturally adapted version of the Interview with Parents About the Child's Playful Behavior (EIP) - version 02. This instrument allows knowing what the interests of the child, as communicates, what they likes, dislikes, and favorite toys, some feature of their play, their partners and their playful attitude. This was applied again at the end of the interventions, with the purpose of observing mothers replies modifications as to the child's playful behavior. For the collects these data, we used an Observation Diary composed of categories relative on characteristics of playful attitude and to observed items and noted for each child along each stories, have been established one of the following criteria: certainly presents the behavior; Unsafely; does not display and unobserved behavior. The region where this work was developed is a region marked by a large number of children in social vulnerability, which have few opportunities to expand his repertoire by playing, due to the low socio-economic conditions and also by the impoverishment of stimulus in the childhood. The results pointed out that the playful elements that participants had higher performance along the stories were: curiosity, joy and spontaneity. Already in aspects such as creativity, initiative, sense of humor, taste for challenge, problem-solving and exploration of materials, observed there was a lower yield. It was noted that in the initial phase of interventions the children were very agitated and with low concentration and in the course it was evident changes in the behavior of these, being possible to observe the involvement, the concentration for a longer period, in addition to the collaboration of these. It was concluded that although some elements of playful behavior did not have a remarkable shift, the repertoire of the participants showed up from enriched playing of storytelling
In the course of child development are found several elements that contribute to the evolution in this step, being the play one of the main components. The practice of playing provides the skill development of creation and allows use of the individual's total personality. When the child lets enlarge your playful space, could create, promoting the expansion of real development, making progress on its own trajectory. This work aims to present the results that have been assessed: the playful behavior, interests, skills and difficulties of children in the pre-school stage. Was developed with ten mothers and their children in Family Care Center (C.A.F.) "Só Pra Te Ver", situated in the North-west of Santos. They were selected respecting the criteria for inclusion: children aged years between 06 and 04 and the signing by the mothers of the term of free and informed contentment. Mothers were interviewed before the meetings of storytelling, it was used the culturally adapted version of the Interview with Parents About the Child's Playful Behavior (EIP) - version 02. This instrument allows knowing what the interests of the child, as communicates, what they likes, dislikes, and favorite toys, some feature of their play, their partners and their playful attitude. This was applied again at the end of the interventions, with the purpose of observing mothers replies modifications as to the child's playful behavior. For the collects these data, we used an Observation Diary composed of categories relative on characteristics of playful attitude and to observed items and noted for each child along each stories, have been established one of the following criteria: certainly presents the behavior; Unsafely; does not display and unobserved behavior. The region where this work was developed is a region marked by a large number of children in social vulnerability, which have few opportunities to expand his repertoire by playing, due to the low socio-economic conditions and also by the impoverishment of stimulus in the childhood. The results pointed out that the playful elements that participants had higher performance along the stories were: curiosity, joy and spontaneity. Already in aspects such as creativity, initiative, sense of humor, taste for challenge, problem-solving and exploration of materials, observed there was a lower yield. It was noted that in the initial phase of interventions the children were very agitated and with low concentration and in the course it was evident changes in the behavior of these, being possible to observe the involvement, the concentration for a longer period, in addition to the collaboration of these. It was concluded that although some elements of playful behavior did not have a remarkable shift, the repertoire of the participants showed up from enriched playing of storytelling
Descrição
Citação
BEIRA, Renata Palhares. O brincar de contar e construir histórias. 2011. 75 f. Trabalho de conclusão de curso de graduação (Terapia Ocupacional) - Instituto de Saúde e Sociedade, Universidade Federal de São Paulo, Santos, 2011.