AS RELAÇÕES DO JOGO DE REGRA E DA BRINCADEIRA COM O DESENVOLVIMENTO INFANTIL NA PERSPECTIVA DA TEORIA HISTÓRICO-CULTURAL

• Autor(a) principal: ROBERTA KELY ALMEIDA CAPARRÓ VOLPATO
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMS
• Texto Completo: https://repositorio.ufms.br/handle/123456789/5776
• topic: Jogo; brincadeira; desenvolvimento infantil; Teoria Histórico-Cultural.

This bibliographical research had as object of study the social and psychological phenomena game and play related to child development, from the perspective of the Historical-Cultural Theory. We investigate what are the identities and diversities between these phenomena, as well as their materiality and social practice. The general objective was to analyze the implications of the game of rules and the game in the process of child development, in the preschool period. The specific objectives were: to explain the movement of appearance and the transformations of the game of rules and games phenomena in order to understand their characteristics and interrelationships; understand the child's development as a social being and its relationship with games and games; to analyze the contributions of the game and the play with the child development. To fulfill these objectives, we use the Historical-Cultural Theory as theoretical support, represented in this work by Vygotsky, Leontiev and Elkonin. We problematize how theoretical knowledge about games and play can contribute to the development of preschool children. In order to understand and answer this question, we tried to understand the mediations and characteristics of the research object, in order to achieve concrete knowledge about the essence of the game and play. The methodological course was based on Marxist materialism and the method used was the historical-dialectical materialist. As research results, we analyze the implications and mediations that are part of the game and play, the similarities and differences between them and how they relate to child development. In addition, we identified the differences between these phenomena with regard to teaching practice and, also, how each one of them contributes to the development of the child.