CHILDREN EDUCATION: GAME PLAYING AND DIDACTIC PROCEDURES IN THE FIELD OF VALUES
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Momento (Rio Grande. Online) |
Texto Completo: | https://periodicos.furg.br/momento/article/view/1521 |
Resumo: | The present research came from procedures reflected by the practice attendance from Children Educational teachers. We have been listening continuous complains from teachers about their student’s behavior from 4 to 6 years old, that are considered disrespecting and that they are involved just in have fun. People who participate on this research were: four advising teachers and class assistants from a private school in São Paulo. The problem that guided the present research was: the teacher that uses game playing as a developing process of friendship, observing the characteristic limits of age, will have a group of students more respectable, collaborative and team spirit? The fact that the teacher plans, organize pedagogical procedures and analyses his own practice in the field of values, giving priority game playing, can change the number and the way of solving conflicting situations in the classroom. The focus was to analyze if the planning, the organization of didactics procedures and analyzing the practice in the field of values, giving priority game playing, modifies the number and the shape of solving conflicting situations pointed by teachers in children education. It has been used three instruments: 1. observation filling card; 2. observation of interacting situations; 3. questioner. The qualitative analysis from data showed that planning, organizing didactic procedures, focusing game playing can help on the solution of conflicting situations. Progress as in the teachers’ acting showed by the records as in the procedure of solution of conflicts used by children, could be watched during the procedure. |
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CHILDREN EDUCATION: GAME PLAYING AND DIDACTIC PROCEDURES IN THE FIELD OF VALUESEducação infantil: o brincar e os procedimentos didáticos no campo dos valoresBrincarEducação em ValoresRespeito - playingEducation in ValuesRespect.The present research came from procedures reflected by the practice attendance from Children Educational teachers. We have been listening continuous complains from teachers about their student’s behavior from 4 to 6 years old, that are considered disrespecting and that they are involved just in have fun. People who participate on this research were: four advising teachers and class assistants from a private school in São Paulo. The problem that guided the present research was: the teacher that uses game playing as a developing process of friendship, observing the characteristic limits of age, will have a group of students more respectable, collaborative and team spirit? The fact that the teacher plans, organize pedagogical procedures and analyses his own practice in the field of values, giving priority game playing, can change the number and the way of solving conflicting situations in the classroom. The focus was to analyze if the planning, the organization of didactics procedures and analyzing the practice in the field of values, giving priority game playing, modifies the number and the shape of solving conflicting situations pointed by teachers in children education. It has been used three instruments: 1. observation filling card; 2. observation of interacting situations; 3. questioner. The qualitative analysis from data showed that planning, organizing didactic procedures, focusing game playing can help on the solution of conflicting situations. Progress as in the teachers’ acting showed by the records as in the procedure of solution of conflicts used by children, could be watched during the procedure.A presente pesquisa parte de reflexões provindas do acompanhamento da prática de professores de Educação Infantil. Ouvem-se queixas constantes por parte dos professores sobre condutas de seus alunos de 4 a 6 anos que são consideradas desrespeitosas e que estes se envolvem apenas com brincadeiras. Os participantes desta pesquisa foram quatro professoras de classe e quatro auxiliares de classe de uma escola particular da cidade de São Paulo. O problema que norteou a presente pesquisa foi : O professor que utilizar o brincar como processo para o desenvolvimento da afetividade, observando os limites característicos da faixa etária, terá um grupo de alunos mais respeitosos, colaborativos e cooperativos? O fato de o professor planejar, organizar procedimentos didáticos e analisar sua própria prática no campo dos valores, priorizando o brincar, pode modificar o número e a forma de resolver situações conflituosas em sala de aula? Para tanto, objetivou-se analisar se o planejamento, a organização de procedimentos didáticos e a análise da prática no campo dos valores, priorizando o brincar, modificam o número e a forma de resolver situações conflituosas apontadas por professores em salas de aula de Educação Infantil. Foram utilizados três instrumentos: 1. ficha de observação; 2. observação de situações de intervenção; 3. questionário. A análise qualitativa dos dados demonstrou que o planejamento, a organização de procedimentos didáticos priorizando o brincar podem auxiliar na resolução de situações conflituosas. Avanços tanto na atuação dos docentes demonstrados nos registros, quanto nos procedimentos de resolução de conflitos utilizados pelas crianças, puderam ser observados durante a realização desta pesquisa.Universidade Federal do Rio Grande2011-09-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.furg.br/momento/article/view/1521Momento - Diálogos em Educação; Vol. 19 No. 2 (2010); 89-103Momento - Diálogos em Educação; v. 19 n. 2 (2010); 89-1032316-3100reponame:Momento (Rio Grande. Online)instname:Universidade Federal do Rio Grande (FURG)instacron:FURGporhttps://periodicos.furg.br/momento/article/view/1521/1121Copyright (c) 2014 Momento - Diálogos em Educaçãoinfo:eu-repo/semantics/openAccessCersosimo, Carla Paula Brondi CalabriaJolig, RosemaryTortella, Jussara Cristina Barboza2023-01-05T15:57:20Zoai:periodicos.furg.br:article/1521Revistahttps://periodicos.furg.br/momentoPUBhttps://periodicos.furg.br/momento/oai||momento.educacao@furg.br2316-31000102-2717opendoar:2023-01-05T15:57:20Momento (Rio Grande. Online) - Universidade Federal do Rio Grande (FURG)false |
dc.title.none.fl_str_mv |
CHILDREN EDUCATION: GAME PLAYING AND DIDACTIC PROCEDURES IN THE FIELD OF VALUES Educação infantil: o brincar e os procedimentos didáticos no campo dos valores |
title |
CHILDREN EDUCATION: GAME PLAYING AND DIDACTIC PROCEDURES IN THE FIELD OF VALUES |
spellingShingle |
CHILDREN EDUCATION: GAME PLAYING AND DIDACTIC PROCEDURES IN THE FIELD OF VALUES Cersosimo, Carla Paula Brondi Calabria Brincar Educação em Valores Respeito - playing Education in Values Respect. |
title_short |
CHILDREN EDUCATION: GAME PLAYING AND DIDACTIC PROCEDURES IN THE FIELD OF VALUES |
title_full |
CHILDREN EDUCATION: GAME PLAYING AND DIDACTIC PROCEDURES IN THE FIELD OF VALUES |
title_fullStr |
CHILDREN EDUCATION: GAME PLAYING AND DIDACTIC PROCEDURES IN THE FIELD OF VALUES |
title_full_unstemmed |
CHILDREN EDUCATION: GAME PLAYING AND DIDACTIC PROCEDURES IN THE FIELD OF VALUES |
title_sort |
CHILDREN EDUCATION: GAME PLAYING AND DIDACTIC PROCEDURES IN THE FIELD OF VALUES |
author |
Cersosimo, Carla Paula Brondi Calabria |
author_facet |
Cersosimo, Carla Paula Brondi Calabria Jolig, Rosemary Tortella, Jussara Cristina Barboza |
author_role |
author |
author2 |
Jolig, Rosemary Tortella, Jussara Cristina Barboza |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Cersosimo, Carla Paula Brondi Calabria Jolig, Rosemary Tortella, Jussara Cristina Barboza |
dc.subject.por.fl_str_mv |
Brincar Educação em Valores Respeito - playing Education in Values Respect. |
topic |
Brincar Educação em Valores Respeito - playing Education in Values Respect. |
description |
The present research came from procedures reflected by the practice attendance from Children Educational teachers. We have been listening continuous complains from teachers about their student’s behavior from 4 to 6 years old, that are considered disrespecting and that they are involved just in have fun. People who participate on this research were: four advising teachers and class assistants from a private school in São Paulo. The problem that guided the present research was: the teacher that uses game playing as a developing process of friendship, observing the characteristic limits of age, will have a group of students more respectable, collaborative and team spirit? The fact that the teacher plans, organize pedagogical procedures and analyses his own practice in the field of values, giving priority game playing, can change the number and the way of solving conflicting situations in the classroom. The focus was to analyze if the planning, the organization of didactics procedures and analyzing the practice in the field of values, giving priority game playing, modifies the number and the shape of solving conflicting situations pointed by teachers in children education. It has been used three instruments: 1. observation filling card; 2. observation of interacting situations; 3. questioner. The qualitative analysis from data showed that planning, organizing didactic procedures, focusing game playing can help on the solution of conflicting situations. Progress as in the teachers’ acting showed by the records as in the procedure of solution of conflicts used by children, could be watched during the procedure. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-09-03 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.furg.br/momento/article/view/1521 |
url |
https://periodicos.furg.br/momento/article/view/1521 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.furg.br/momento/article/view/1521/1121 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2014 Momento - Diálogos em Educação info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2014 Momento - Diálogos em Educação |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Rio Grande |
publisher.none.fl_str_mv |
Universidade Federal do Rio Grande |
dc.source.none.fl_str_mv |
Momento - Diálogos em Educação; Vol. 19 No. 2 (2010); 89-103 Momento - Diálogos em Educação; v. 19 n. 2 (2010); 89-103 2316-3100 reponame:Momento (Rio Grande. Online) instname:Universidade Federal do Rio Grande (FURG) instacron:FURG |
instname_str |
Universidade Federal do Rio Grande (FURG) |
instacron_str |
FURG |
institution |
FURG |
reponame_str |
Momento (Rio Grande. Online) |
collection |
Momento (Rio Grande. Online) |
repository.name.fl_str_mv |
Momento (Rio Grande. Online) - Universidade Federal do Rio Grande (FURG) |
repository.mail.fl_str_mv |
||momento.educacao@furg.br |
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1775493249028325376 |