A-do-le-ta: movement and development from 0 to 3 years old
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Acta Scientiarum. Education (Online) |
Texto Completo: | https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52989 |
Resumo: | Discussions about childhood have been constant in research carried out in recent decades, since puerile education has taken shape through its legal insertion in basic education, raising concerns about the role of daycare for young children. Under this aegis, the article, based on qualitative research of a bibliographic nature, aims to promote reflections about the contributions of the Historical-Cultural Psychology theory in relation to the importance of the movement for the development of children from birth to 3 years old. The study presents the social relationship, mediated by language, as a conductor of thought and motor action, being a preponderant factor for the intentional mastery of movements and for the appropriation of body knowledge. In early childhood education, national official documents recognize the importance of working with the body and indicate that in daycare, a space that allows for more organized social interactions, it is necessary to implement pedagogical practices that explore the child's body in various possibilities. The study could conclude that movement is a motor activity that must be developed, and must be considered in the actions taken by the teacher, in order to promote the appropriation of human culture. |
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A-do-le-ta: movement and development from 0 to 3 years oldA-do-le-ta: movimiento y desarrollo de 0 a 3 añosA-do-le-ta: movimento e desenvolvimento de 0 a 3 anos de idadehistorical-cultural psychology; movement; development; childhood.psicología histórico-cultural; movimiento; desarrollo; la infancia.psicologia histórico-cultural; movimento; desenvolvimento; infância.Discussions about childhood have been constant in research carried out in recent decades, since puerile education has taken shape through its legal insertion in basic education, raising concerns about the role of daycare for young children. Under this aegis, the article, based on qualitative research of a bibliographic nature, aims to promote reflections about the contributions of the Historical-Cultural Psychology theory in relation to the importance of the movement for the development of children from birth to 3 years old. The study presents the social relationship, mediated by language, as a conductor of thought and motor action, being a preponderant factor for the intentional mastery of movements and for the appropriation of body knowledge. In early childhood education, national official documents recognize the importance of working with the body and indicate that in daycare, a space that allows for more organized social interactions, it is necessary to implement pedagogical practices that explore the child's body in various possibilities. The study could conclude that movement is a motor activity that must be developed, and must be considered in the actions taken by the teacher, in order to promote the appropriation of human culture.Los debates sobre la infancia han sido constantes en las investigaciones realizadas en las últimas décadas, ya que el cuidado de los niños ha empezado a tomar forma mediante su inserción legal en la educación básica, lo que ha suscitado inquietudes sobre el papel del cuidado de los niños pequeños. Bajo esta base, el artículo, apoyado por una investigación cualitativa de carácter bibliográfico, tiene por objeto promover la reflexión sobre las aportaciones de la teoría de la Psicología Histórico-cultural en relación con la importancia del movimiento para el desarrollo de los niños desde el nacimiento hasta los 3 años de edad. El estudio presenta la relación social, mediada por el lenguaje, como conductor del pensamiento y la acción motriz, siendo un factor preponderante para el dominio intencional de los movimientos y para la apropiación del conocimiento corporal. En la educación de la primera infancia, los documentos nacionales oficiales reconocen la importancia de trabajar con el cuerpo e indican que en la guardería, un espacio que permite interacciones sociales más organizadas, es necesario aplicar prácticas pedagógicas que exploren el cuerpo del niño en diversas posibilidades. El estudio concluyó que el movimiento es una actividad motriz que debe ser desarrollada y considerada en las acciones realizadas por el profesor para promover la apropiación de la cultura humana.As discussões sobre a infância têm sido constantes nas pesquisas realizadas nas últimas décadas, já que a educação pueril passou a tomar corpo mediante a sua inserção legal na educação básica, suscitando inquietudes sobre a função da creche para a criança pequena. Sob essa égide, o artigo posto, sustentado na pesquisa qualitativa de cunho bibliográfico, objetiva promover reflexões acerca das contribuições da teoria da Psicologia Histórico-Cultural em relação à importância do movimento para o desenvolvimento das crianças desde o nascimento até os 3 anos de idade. O estudo apresenta a relação social, mediatizada pela linguagem, como condutora do pensamento e da ação motora, sendo fator preponderante para o domínio intencional dos movimentos e para a apropriação dos conhecimentos corporais. Na educação infantil, os documentos oficiais nacionais reconhecem a importância do trabalho com o corpo e indicam que na creche, espaço que possibilita interações sociais mais organizadas, é preciso efetivar práticas pedagógicas que explorem o corpo da criança nas variadas possibilidades. O estudo pôde concluir que o movimento é uma atividade motora que deve ser desenvolvida, devendo ser considerada nas ações realizadas pelo professor, a fim de promover a apropriação da cultura humana.Universidade Estadual de Maringá2022-05-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/5298910.4025/actascieduc.v44i1.52989Acta Scientiarum. Education; Vol 44 (2022): Publicação contínua; e52989Acta Scientiarum. Education; v. 44 (2022): Publicação contínua; e529892178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporenghttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52989/751375154304https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52989/751375154391Copyright (c) 2022 Acta Scientiarum. Educationhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSaito, Heloisa Toshie Irie Souza, Vânia de Fátima Matias de Jorge, Juliana Macedo Balthazar Souto, Debora Luppi 2022-08-22T16:36:52Zoai:periodicos.uem.br/ojs:article/52989Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2022-08-22T16:36:52Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false |
dc.title.none.fl_str_mv |
A-do-le-ta: movement and development from 0 to 3 years old A-do-le-ta: movimiento y desarrollo de 0 a 3 años A-do-le-ta: movimento e desenvolvimento de 0 a 3 anos de idade |
title |
A-do-le-ta: movement and development from 0 to 3 years old |
spellingShingle |
A-do-le-ta: movement and development from 0 to 3 years old Saito, Heloisa Toshie Irie historical-cultural psychology; movement; development; childhood. psicología histórico-cultural; movimiento; desarrollo; la infancia. psicologia histórico-cultural; movimento; desenvolvimento; infância. |
title_short |
A-do-le-ta: movement and development from 0 to 3 years old |
title_full |
A-do-le-ta: movement and development from 0 to 3 years old |
title_fullStr |
A-do-le-ta: movement and development from 0 to 3 years old |
title_full_unstemmed |
A-do-le-ta: movement and development from 0 to 3 years old |
title_sort |
A-do-le-ta: movement and development from 0 to 3 years old |
author |
Saito, Heloisa Toshie Irie |
author_facet |
Saito, Heloisa Toshie Irie Souza, Vânia de Fátima Matias de Jorge, Juliana Macedo Balthazar Souto, Debora Luppi |
author_role |
author |
author2 |
Souza, Vânia de Fátima Matias de Jorge, Juliana Macedo Balthazar Souto, Debora Luppi |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Saito, Heloisa Toshie Irie Souza, Vânia de Fátima Matias de Jorge, Juliana Macedo Balthazar Souto, Debora Luppi |
dc.subject.por.fl_str_mv |
historical-cultural psychology; movement; development; childhood. psicología histórico-cultural; movimiento; desarrollo; la infancia. psicologia histórico-cultural; movimento; desenvolvimento; infância. |
topic |
historical-cultural psychology; movement; development; childhood. psicología histórico-cultural; movimiento; desarrollo; la infancia. psicologia histórico-cultural; movimento; desenvolvimento; infância. |
description |
Discussions about childhood have been constant in research carried out in recent decades, since puerile education has taken shape through its legal insertion in basic education, raising concerns about the role of daycare for young children. Under this aegis, the article, based on qualitative research of a bibliographic nature, aims to promote reflections about the contributions of the Historical-Cultural Psychology theory in relation to the importance of the movement for the development of children from birth to 3 years old. The study presents the social relationship, mediated by language, as a conductor of thought and motor action, being a preponderant factor for the intentional mastery of movements and for the appropriation of body knowledge. In early childhood education, national official documents recognize the importance of working with the body and indicate that in daycare, a space that allows for more organized social interactions, it is necessary to implement pedagogical practices that explore the child's body in various possibilities. The study could conclude that movement is a motor activity that must be developed, and must be considered in the actions taken by the teacher, in order to promote the appropriation of human culture. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-05-31 |
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.uem.br/ojs/index.php/ActaSciEduc/article/view/52989 10.4025/actascieduc.v44i1.52989 |
url |
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52989 |
identifier_str_mv |
10.4025/actascieduc.v44i1.52989 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52989/751375154304 https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52989/751375154391 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Acta Scientiarum. Education https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Acta Scientiarum. Education https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
dc.source.none.fl_str_mv |
Acta Scientiarum. Education; Vol 44 (2022): Publicação contínua; e52989 Acta Scientiarum. Education; v. 44 (2022): Publicação contínua; e52989 2178-5201 2178-5198 reponame:Acta Scientiarum. Education (Online) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Acta Scientiarum. Education (Online) |
collection |
Acta Scientiarum. Education (Online) |
repository.name.fl_str_mv |
Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
actaeduc@uem.br|| |
_version_ |
1754842070475866112 |