Engajamento de crianças com Transtorno do Espectro Autista nas rotinas da educação infantil
Autor(a) principal: | |
---|---|
Data de Publicação: | 2022 |
Tipo de documento: | Trabalho de conclusão de curso |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/15913 |
Resumo: | Child development monitoring is increasingly essential for identifying potential and difficulties in learning. Engagement in routines is one of the factors that can contribute to the achievement of children's goals in a variety of areas, whether they have typical or atypical development. The beginning of the school life of children with Autism Spectrum Disorder (ASD) can be a challenge for quality participation in Early Childhood Education routines. In this way, understanding the functioning and profile of engagement in school routines can make an important contribution, both to the educators and family members, and also to the gain of academic knowledge. Therefore, the present study aimed to identify how the engagement of children aged 3 to 5 years old with a diagnosis of ASD in the routines of Early Childhood Education occurred, from the point of view of educators. The research was carried out in the national territory and the method was quantitative and descriptive, without manipulation of variables. Data collection and analysis took place under the following structure: response to an online form via “Google Forms” by each child's educator, with questions of the ClaMEISR’s instrument - Classroom Measure of Engagement, Independence, and Social Relationships. The objective of the protocol is to help the school team and the family in the evaluation of the routines of children aged between 3 and 5 years old. The score was obtained through questions about activities carried out by the children during a day at school, making it possible to assess how engaged the child was in each of their routines, so this could be monitored and worked on. As a result, it was found that the children with ASD did not show sophisticated engagement in the analyzed routines, demonstrating the need for curricular adaptations as something fundamental for expanding engagement in the educational context for students who are part of school inclusion programs. In the conclusion there is the suggestion of future studies to cover different age groups, in order to understand the impacts of engagement in the scholar context, and also how the environmental factors may favor or limit it. |
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Morais, Giovana Cássia deDella Barba, Patrícia Carla de Souzahttp://lattes.cnpq.br/6448489426438006Elias, Carina Sousahttp://lattes.cnpq.br/0070734946202776http://lattes.cnpq.br/13805642190310761b7e21bb-e59a-42e3-b7d4-e69d13825ebc2022-04-25T19:43:28Z2022-04-25T19:43:28Z2022-03-23MORAIS, Giovana Cássia de. Engajamento de crianças com Transtorno do Espectro Autista nas rotinas da educação infantil. 2022. Trabalho de Conclusão de Curso (Graduação em Terapia Ocupacional) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15913.https://repositorio.ufscar.br/handle/ufscar/15913Child development monitoring is increasingly essential for identifying potential and difficulties in learning. Engagement in routines is one of the factors that can contribute to the achievement of children's goals in a variety of areas, whether they have typical or atypical development. The beginning of the school life of children with Autism Spectrum Disorder (ASD) can be a challenge for quality participation in Early Childhood Education routines. In this way, understanding the functioning and profile of engagement in school routines can make an important contribution, both to the educators and family members, and also to the gain of academic knowledge. Therefore, the present study aimed to identify how the engagement of children aged 3 to 5 years old with a diagnosis of ASD in the routines of Early Childhood Education occurred, from the point of view of educators. The research was carried out in the national territory and the method was quantitative and descriptive, without manipulation of variables. Data collection and analysis took place under the following structure: response to an online form via “Google Forms” by each child's educator, with questions of the ClaMEISR’s instrument - Classroom Measure of Engagement, Independence, and Social Relationships. The objective of the protocol is to help the school team and the family in the evaluation of the routines of children aged between 3 and 5 years old. The score was obtained through questions about activities carried out by the children during a day at school, making it possible to assess how engaged the child was in each of their routines, so this could be monitored and worked on. As a result, it was found that the children with ASD did not show sophisticated engagement in the analyzed routines, demonstrating the need for curricular adaptations as something fundamental for expanding engagement in the educational context for students who are part of school inclusion programs. In the conclusion there is the suggestion of future studies to cover different age groups, in order to understand the impacts of engagement in the scholar context, and also how the environmental factors may favor or limit it.O acompanhamento do desenvolvimento infantil mostra-se cada vez mais essencial para a identificação de potencialidades e dificuldades na aprendizagem. O engajamento nas rotinas tem sido estudado como um dos fatores que pode contribuir para a realização dos objetivos individuais de crianças em uma variedade de áreas, tendo elas desenvolvimento típico ou atípico. O início da vida escolar de crianças com Transtorno do Espectro Autista (TEA) pode ser um desafio à participação de qualidade nas rotinas da Educação Infantil. Dessa maneira, compreender o funcionamento e o perfil do engajamento nas rotinas da escola pode trazer uma importante contribuição, tanto para a prática de educadores e familiares, como para o ganho de conhecimento acadêmico. Sendo assim, o presente estudo teve como objetivo identificar como ocorreu o engajamento de crianças com idade de 3 a 5 anos com diagnóstico de TEA nas rotinas da Educação Infantil, a partir da visão de educadores. A pesquisa foi realizada em território nacional e o método foi quantitativo e descritivo, sem manipulação de variáveis. A coleta e análise de dados ocorreu sob a seguinte estruturação: resposta de um formulário online via “Google Forms” pelo(a) educador(a) de cada criança, contendo questões do instrumento ClaMEISR - Medida de Engajamento, Independência e Relações Sociais em Sala de Aula. O objetivo do protocolo é dar auxílio à equipe escolar e à família na avaliação das rotinas de crianças de faixa etária de 3 a 5 anos. A pontuação foi obtida através de perguntas sobre atividades realizadas pelas crianças ao decorrer de um dia na escola, sendo possível avaliar o quão engajada a criança estava em cada uma de suas rotinas, de forma que isso possa ser monitorado e trabalhado. Verificou-se nos resultados que as crianças com TEA participantes apresentaram engajamento pouco sofisticado nas rotinas analisadas, demonstrando a necessidade de adaptações curriculares para os alunos que fazem parte dos programas de inclusão escolar como algo fundamental para a ampliação do engajamento no contexto educacional. Sugere-se na conclusão estudos futuros que abranjam faixas etárias diversas, a fim de compreender os impactos do engajamento nesse contexto, e os fatores ambientais que podem favorecê-lo ou limitá-lo.Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)2020/16419-4porUniversidade Federal de São CarlosCâmpus São CarlosTerapia Ocupacional - TOUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessEngajamentoCriançasTerapia OcupacionalEducação infantilTranstorno do Espectro AutistaEngagementChildrenOccupational TherapyChild EducationAutism Spectrum DisorderCIENCIAS DA SAUDE::FISIOTERAPIA E TERAPIA OCUPACIONALEngajamento de crianças com Transtorno do Espectro Autista nas rotinas da educação infantilParticipación de los niños con Trastorno del Espectro Autista en las rutinas de la primera infanciaEngagement of children with Autism Spectrum Disorder in early childhood routinesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bachelorThesis600600acea0cc4-0fb3-4e13-a1f4-f0edaec2f1ffreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTrabalho de conclusão de curso TCC - Giovana Morais.pdfTrabalho de conclusão de curso TCC - Giovana Morais.pdfapplication/pdf1439672https://repositorio.ufscar.br/bitstream/ufscar/15913/1/Trabalho%20de%20conclus%c3%a3o%20de%20curso%20TCC%20-%20Giovana%20Morais.pdfa77822f74b4d7ff47eb8b6af91d2b606MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/15913/2/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD52TEXTTrabalho de conclusão de curso TCC - Giovana Morais.pdf.txtTrabalho de conclusão de curso TCC - Giovana Morais.pdf.txtExtracted texttext/plain67445https://repositorio.ufscar.br/bitstream/ufscar/15913/3/Trabalho%20de%20conclus%c3%a3o%20de%20curso%20TCC%20-%20Giovana%20Morais.pdf.txt69027f2f7cf541f0b02932988bf4a401MD53THUMBNAILTrabalho de conclusão de curso TCC - Giovana Morais.pdf.jpgTrabalho de conclusão de curso TCC - Giovana Morais.pdf.jpgIM Thumbnailimage/jpeg6992https://repositorio.ufscar.br/bitstream/ufscar/15913/4/Trabalho%20de%20conclus%c3%a3o%20de%20curso%20TCC%20-%20Giovana%20Morais.pdf.jpg5c9f62333a22c862c8c33900bd5eadcbMD54ufscar/159132023-09-18 18:32:18.492oai:repositorio.ufscar.br:ufscar/15913Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:18Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Engajamento de crianças com Transtorno do Espectro Autista nas rotinas da educação infantil |
dc.title.alternative.spa.fl_str_mv |
Participación de los niños con Trastorno del Espectro Autista en las rutinas de la primera infancia |
dc.title.alternative.eng.fl_str_mv |
Engagement of children with Autism Spectrum Disorder in early childhood routines |
title |
Engajamento de crianças com Transtorno do Espectro Autista nas rotinas da educação infantil |
spellingShingle |
Engajamento de crianças com Transtorno do Espectro Autista nas rotinas da educação infantil Morais, Giovana Cássia de Engajamento Crianças Terapia Ocupacional Educação infantil Transtorno do Espectro Autista Engagement Children Occupational Therapy Child Education Autism Spectrum Disorder CIENCIAS DA SAUDE::FISIOTERAPIA E TERAPIA OCUPACIONAL |
title_short |
Engajamento de crianças com Transtorno do Espectro Autista nas rotinas da educação infantil |
title_full |
Engajamento de crianças com Transtorno do Espectro Autista nas rotinas da educação infantil |
title_fullStr |
Engajamento de crianças com Transtorno do Espectro Autista nas rotinas da educação infantil |
title_full_unstemmed |
Engajamento de crianças com Transtorno do Espectro Autista nas rotinas da educação infantil |
title_sort |
Engajamento de crianças com Transtorno do Espectro Autista nas rotinas da educação infantil |
author |
Morais, Giovana Cássia de |
author_facet |
Morais, Giovana Cássia de |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/1380564219031076 |
dc.contributor.author.fl_str_mv |
Morais, Giovana Cássia de |
dc.contributor.advisor1.fl_str_mv |
Della Barba, Patrícia Carla de Souza |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6448489426438006 |
dc.contributor.advisor-co1.fl_str_mv |
Elias, Carina Sousa |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/0070734946202776 |
dc.contributor.authorID.fl_str_mv |
1b7e21bb-e59a-42e3-b7d4-e69d13825ebc |
contributor_str_mv |
Della Barba, Patrícia Carla de Souza Elias, Carina Sousa |
dc.subject.por.fl_str_mv |
Engajamento Crianças Terapia Ocupacional Educação infantil Transtorno do Espectro Autista |
topic |
Engajamento Crianças Terapia Ocupacional Educação infantil Transtorno do Espectro Autista Engagement Children Occupational Therapy Child Education Autism Spectrum Disorder CIENCIAS DA SAUDE::FISIOTERAPIA E TERAPIA OCUPACIONAL |
dc.subject.eng.fl_str_mv |
Engagement Children Occupational Therapy Child Education Autism Spectrum Disorder |
dc.subject.cnpq.fl_str_mv |
CIENCIAS DA SAUDE::FISIOTERAPIA E TERAPIA OCUPACIONAL |
description |
Child development monitoring is increasingly essential for identifying potential and difficulties in learning. Engagement in routines is one of the factors that can contribute to the achievement of children's goals in a variety of areas, whether they have typical or atypical development. The beginning of the school life of children with Autism Spectrum Disorder (ASD) can be a challenge for quality participation in Early Childhood Education routines. In this way, understanding the functioning and profile of engagement in school routines can make an important contribution, both to the educators and family members, and also to the gain of academic knowledge. Therefore, the present study aimed to identify how the engagement of children aged 3 to 5 years old with a diagnosis of ASD in the routines of Early Childhood Education occurred, from the point of view of educators. The research was carried out in the national territory and the method was quantitative and descriptive, without manipulation of variables. Data collection and analysis took place under the following structure: response to an online form via “Google Forms” by each child's educator, with questions of the ClaMEISR’s instrument - Classroom Measure of Engagement, Independence, and Social Relationships. The objective of the protocol is to help the school team and the family in the evaluation of the routines of children aged between 3 and 5 years old. The score was obtained through questions about activities carried out by the children during a day at school, making it possible to assess how engaged the child was in each of their routines, so this could be monitored and worked on. As a result, it was found that the children with ASD did not show sophisticated engagement in the analyzed routines, demonstrating the need for curricular adaptations as something fundamental for expanding engagement in the educational context for students who are part of school inclusion programs. In the conclusion there is the suggestion of future studies to cover different age groups, in order to understand the impacts of engagement in the scholar context, and also how the environmental factors may favor or limit it. |
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2022 |
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2022-04-25T19:43:28Z |
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2022-04-25T19:43:28Z |
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2022-03-23 |
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MORAIS, Giovana Cássia de. Engajamento de crianças com Transtorno do Espectro Autista nas rotinas da educação infantil. 2022. Trabalho de Conclusão de Curso (Graduação em Terapia Ocupacional) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15913. |
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https://repositorio.ufscar.br/handle/ufscar/15913 |
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MORAIS, Giovana Cássia de. Engajamento de crianças com Transtorno do Espectro Autista nas rotinas da educação infantil. 2022. Trabalho de Conclusão de Curso (Graduação em Terapia Ocupacional) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15913. |
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