The use of RPG as a teaching-pedagogical proposal to work on children’s language delay
Autor(a) principal: | |
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Data de Publicação: | 2024 |
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Tipo de documento: | preprint |
Idioma: | por |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/7995 |
Resumo: | The Role-Playing Game (RPG), translated as “character role-playing game”, aims to interpret characters within a pre-established scenario, stimulating creativity and motivating the cognitive and linguistic development of its players, as it is a game that requires compliance with rules and interaction between participants. This time, we thought about using RPG as a didactic-pedagogical proposal to be used in favor of children's linguistic development and to work on Child Language Development Delay (ADL), since this delay affects linguistic and cognitive development. of children, since ADL is considered a dysfunction directly related to the child's linguistic acquisition and development, encompassing the progressive development considered ideal for each age of the child, evolution of their linguistic domains, cognitive capacity, acquisition of specific phonemes for each age, among other factors. The game was designed for children aged between 4 and 5 years old, aiming to combat children's language delay, encourage children's creativity and imagination, as well as develop aspects linked to their cognition, which directly influence language aspects, aiming to sharpen the process of creating narratives, which are elaborated using the memory and sequencing of facts that are socialized among the players. To carry out this article, theoretical-methodological support was sought in the concepts of Vygotsky (1993); Del Ré (2006); Scarpa (2001); Koch and Cunha-Lima (2007); Pilati (2017); Lucena and Sabini (2005). In order to be able to develop the pedagogical game, according to the children's socio-school needs, aiming to encourage social interaction, the maturation of linguistic elements, through educational games, and providing practical possibilities for professionals in the field to work on the dynamics of teaching-learning in the language acquisition process. |
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The use of RPG as a teaching-pedagogical proposal to work on children’s language delayO uso do RPG como proposta didático-pedagógica para trabalhar o atraso da linguagem infantilRPGDesenvolvimento Linguístico e CognitivoAtraso da LinguagemJogos PedagógicosRPGLinguistic and Cognitive DevelopmentLanguage DelayPedagogical GamesThe Role-Playing Game (RPG), translated as “character role-playing game”, aims to interpret characters within a pre-established scenario, stimulating creativity and motivating the cognitive and linguistic development of its players, as it is a game that requires compliance with rules and interaction between participants. This time, we thought about using RPG as a didactic-pedagogical proposal to be used in favor of children's linguistic development and to work on Child Language Development Delay (ADL), since this delay affects linguistic and cognitive development. of children, since ADL is considered a dysfunction directly related to the child's linguistic acquisition and development, encompassing the progressive development considered ideal for each age of the child, evolution of their linguistic domains, cognitive capacity, acquisition of specific phonemes for each age, among other factors. The game was designed for children aged between 4 and 5 years old, aiming to combat children's language delay, encourage children's creativity and imagination, as well as develop aspects linked to their cognition, which directly influence language aspects, aiming to sharpen the process of creating narratives, which are elaborated using the memory and sequencing of facts that are socialized among the players. To carry out this article, theoretical-methodological support was sought in the concepts of Vygotsky (1993); Del Ré (2006); Scarpa (2001); Koch and Cunha-Lima (2007); Pilati (2017); Lucena and Sabini (2005). In order to be able to develop the pedagogical game, according to the children's socio-school needs, aiming to encourage social interaction, the maturation of linguistic elements, through educational games, and providing practical possibilities for professionals in the field to work on the dynamics of teaching-learning in the language acquisition process.O Role-Playing Game (RPG), traduzido como “jogo de interpretação de personagens”, visa a interpretação de personagens em meio a um cenário preestabelecido, estimulando a criatividade e motivando o desenvolvimento cognitivo e linguístico de seus jogadores, por se tratar de um jogo que necessita do cumprimento de regras e da interação entre os participantes. Desta feita, pensou-se no uso do RPG como proposta didático-pedagógica a ser usada em prol ao desenvolvimento linguístico infantil e para se trabalhar o Atraso do Desenvolvimento da Linguagem Infantil (ADL), uma vez que este atraso afeta o desenvolvimento linguístico e cognitivo das crianças, visto que o ADL é considerado como uma disfunção diretamente relacionada à aquisição e desenvolvimento linguístico da criança, englobando o desenvolvimento progressivo tido como ideal para cada idade da criança, evolução de seus domínios linguísticos, capacidade cognitiva, aquisição de fonemas específicos para cada idade, entre outros fatores. O jogo foi elaborado para crianças com idades entre 4 e 5 anos, visando combater o atraso da linguagem infantil, incentivar a criatividade e a imaginação das crianças, assim como desenvolver aspectos ligados à sua cognição, que influenciam diretamente nos aspectos de linguagem, objetivando aguçar o processo de criação de narrativas, as quais são elaboradas valendo-se da memória e sequenciação de fatos que são socializados entre os jogadores. Para realização deste artigo, buscou-se suporte teórico-metodológico nas concepções de Vygotsky (1993); Del Ré (2006); Scarpa (2001); Koch e Cunha-Lima (2007); Pilati (2017); Lucena e Sabini (2005). Para assim poder elaborar o jogo pedagógico, de acordo com a necessidade socioescolar das crianças, visando o fomento da interação social, a maturação dos elementos linguísticos, por meio de jogos ludopedagógicos, e proporcionando possibilidades práticas aos profissionais da área para se trabalhar a dinâmica do ensino-aprendizagem no processo de aquisição da linguagem.SciELO PreprintsSciELO PreprintsSciELO Preprints2024-02-14info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/799510.1590/SciELOPreprints.7995porhttps://preprints.scielo.org/index.php/scielo/article/view/7995/14948Copyright (c) 2024 Brayna Cardoso , Kethellen Lima https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCardoso , BraynaLima , Kethellenreponame:SciELO Preprintsinstname:Scientific Electronic Library Online (SCIELO)instacron:SCI2024-01-30T15:22:12Zoai:ops.preprints.scielo.org:preprint/7995Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2024-01-30T15:22:12SciELO Preprints - Scientific Electronic Library Online (SCIELO)false |
dc.title.none.fl_str_mv |
The use of RPG as a teaching-pedagogical proposal to work on children’s language delay O uso do RPG como proposta didático-pedagógica para trabalhar o atraso da linguagem infantil |
title |
The use of RPG as a teaching-pedagogical proposal to work on children’s language delay |
spellingShingle |
The use of RPG as a teaching-pedagogical proposal to work on children’s language delay Cardoso , Brayna RPG Desenvolvimento Linguístico e Cognitivo Atraso da Linguagem Jogos Pedagógicos RPG Linguistic and Cognitive Development Language Delay Pedagogical Games |
title_short |
The use of RPG as a teaching-pedagogical proposal to work on children’s language delay |
title_full |
The use of RPG as a teaching-pedagogical proposal to work on children’s language delay |
title_fullStr |
The use of RPG as a teaching-pedagogical proposal to work on children’s language delay |
title_full_unstemmed |
The use of RPG as a teaching-pedagogical proposal to work on children’s language delay |
title_sort |
The use of RPG as a teaching-pedagogical proposal to work on children’s language delay |
author |
Cardoso , Brayna |
author_facet |
Cardoso , Brayna Lima , Kethellen |
author_role |
author |
author2 |
Lima , Kethellen |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Cardoso , Brayna Lima , Kethellen |
dc.subject.por.fl_str_mv |
RPG Desenvolvimento Linguístico e Cognitivo Atraso da Linguagem Jogos Pedagógicos RPG Linguistic and Cognitive Development Language Delay Pedagogical Games |
topic |
RPG Desenvolvimento Linguístico e Cognitivo Atraso da Linguagem Jogos Pedagógicos RPG Linguistic and Cognitive Development Language Delay Pedagogical Games |
description |
The Role-Playing Game (RPG), translated as “character role-playing game”, aims to interpret characters within a pre-established scenario, stimulating creativity and motivating the cognitive and linguistic development of its players, as it is a game that requires compliance with rules and interaction between participants. This time, we thought about using RPG as a didactic-pedagogical proposal to be used in favor of children's linguistic development and to work on Child Language Development Delay (ADL), since this delay affects linguistic and cognitive development. of children, since ADL is considered a dysfunction directly related to the child's linguistic acquisition and development, encompassing the progressive development considered ideal for each age of the child, evolution of their linguistic domains, cognitive capacity, acquisition of specific phonemes for each age, among other factors. The game was designed for children aged between 4 and 5 years old, aiming to combat children's language delay, encourage children's creativity and imagination, as well as develop aspects linked to their cognition, which directly influence language aspects, aiming to sharpen the process of creating narratives, which are elaborated using the memory and sequencing of facts that are socialized among the players. To carry out this article, theoretical-methodological support was sought in the concepts of Vygotsky (1993); Del Ré (2006); Scarpa (2001); Koch and Cunha-Lima (2007); Pilati (2017); Lucena and Sabini (2005). In order to be able to develop the pedagogical game, according to the children's socio-school needs, aiming to encourage social interaction, the maturation of linguistic elements, through educational games, and providing practical possibilities for professionals in the field to work on the dynamics of teaching-learning in the language acquisition process. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-02-14 |
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info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
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preprint |
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https://preprints.scielo.org/index.php/scielo/preprint/view/7995 10.1590/SciELOPreprints.7995 |
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https://preprints.scielo.org/index.php/scielo/preprint/view/7995 |
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10.1590/SciELOPreprints.7995 |
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por |
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https://preprints.scielo.org/index.php/scielo/article/view/7995/14948 |
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Copyright (c) 2024 Brayna Cardoso , Kethellen Lima https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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Copyright (c) 2024 Brayna Cardoso , Kethellen Lima https://creativecommons.org/licenses/by/4.0 |
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openAccess |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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