Interaction among a child with developmental disabilities and peers in a regular early education center
Autor(a) principal: | |
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Data de Publicação: | 2009 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/814 |
Resumo: | As a part of a larger project, this research aimed to describe and analyze the situation of children with special needs in Early Education Centers, most specifically the interaction among children. As procedure videotaped free-play activities were categorized to describe the interactive behavior of children in relation to each other (in pairs) on: frequency, direction, duration, topography, and the status of the child, which could be considered isolated, grouped and in teracting, only grouped or alone. These data were analyzed in interactive dyads in order to compare the quality of interaction when the disabled child was present or not. The results indicated that the situation examined had strongly positive aspects, such as the high frequency of interaction, even if to the adults. However, she did spent great time alone, and their interactions with peers were smaller and of different quality (basically less verbal) compared to the interaction among the other children. Thus, based on the belief that social inclusion would be achieved only when typically developed children kept the same quality of relationships with children with and without developmental delays, the general conclusion indicated little success in the analyzed situation. Possibilities of intervention to promote interaction between children are discussed. |
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Interaction among a child with developmental disabilities and peers in a regular early education centerInteração entre uma criança com deficiência e seus pares em uma creche regularSchool inclusionEarly educationSocial interaction among children.As a part of a larger project, this research aimed to describe and analyze the situation of children with special needs in Early Education Centers, most specifically the interaction among children. As procedure videotaped free-play activities were categorized to describe the interactive behavior of children in relation to each other (in pairs) on: frequency, direction, duration, topography, and the status of the child, which could be considered isolated, grouped and in teracting, only grouped or alone. These data were analyzed in interactive dyads in order to compare the quality of interaction when the disabled child was present or not. The results indicated that the situation examined had strongly positive aspects, such as the high frequency of interaction, even if to the adults. However, she did spent great time alone, and their interactions with peers were smaller and of different quality (basically less verbal) compared to the interaction among the other children. Thus, based on the belief that social inclusion would be achieved only when typically developed children kept the same quality of relationships with children with and without developmental delays, the general conclusion indicated little success in the analyzed situation. Possibilities of intervention to promote interaction between children are discussed.O presente estudo é parte de uma agenda de estudos de um grupo de pesquisa sobre inclusão escolar, e teve como objetivo descrever e analisar a interação entre criança pequena com deficiências e seus pares em creches. O procedimento empregado analisou filmagens da situação natural de brinquedo livre das crianças no parque da creche, de forma a formar categorias comportamentais que descreviam os comportamentos interativos das crianças em relação uma a outra (aos pares) em: freqüência, direção, duração, topografia, além do status da criança, que poderia ser considerado isolado, agrupado, agrupado em interação e sozinho. Estes dados foram analisados em díades interativas, de forma a comparar a qualidade da interação quando a criança com deficiência estava ou não presente. Os resultados obtidos permitiram concluir que a situação da criança analisada teve vários aspectos fortemente positivos, como por exemplo, a alta freqüência de interação, ainda que com os adultos. Por outro lado, ela também permaneceu um grande tempo isolada, e suas interações com os pares foram menores e de qualidade diferente (basicamente menos verbais) quando comparada à interação entre as demais crianças. Assim, baseando-se na crença de que a inclusão social só poderia ser alcançada quando crianças tipicamente desenvolvidas mantiverem a mesma qualidade de relacionamentos com crianças com atrasos no desenvolvimento, a conclusão geral indicou pouco sucesso na situação analisada. Discute-se possibilidades de intervenção que promoveriam melhor a interação entre as crianças pequenas.Palavras-chave: Inclusão escolar. Creches. Interação criança-criança.Universidade Federal de Santa Maria2009-12-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/814Special Education Magazine; Revista Educação Especial, v. 22, n. 35, set./dez. 2009Revista de Educación Especial; Revista Educação Especial, v. 22, n. 35, set./dez. 2009Revista Educação Especial; Revista Educação Especial, v. 22, n. 35, set./dez. 20091984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/814/557Freitas, Maria Clara deMendes, Enicéia Gonçalvesinfo:eu-repo/semantics/openAccess2016-05-09T14:21:57Zoai:ojs.pkp.sfu.ca:article/814Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2016-05-09T14:21:57Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Interaction among a child with developmental disabilities and peers in a regular early education center Interação entre uma criança com deficiência e seus pares em uma creche regular |
title |
Interaction among a child with developmental disabilities and peers in a regular early education center |
spellingShingle |
Interaction among a child with developmental disabilities and peers in a regular early education center Freitas, Maria Clara de School inclusion Early education Social interaction among children. |
title_short |
Interaction among a child with developmental disabilities and peers in a regular early education center |
title_full |
Interaction among a child with developmental disabilities and peers in a regular early education center |
title_fullStr |
Interaction among a child with developmental disabilities and peers in a regular early education center |
title_full_unstemmed |
Interaction among a child with developmental disabilities and peers in a regular early education center |
title_sort |
Interaction among a child with developmental disabilities and peers in a regular early education center |
author |
Freitas, Maria Clara de |
author_facet |
Freitas, Maria Clara de Mendes, Enicéia Gonçalves |
author_role |
author |
author2 |
Mendes, Enicéia Gonçalves |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Freitas, Maria Clara de Mendes, Enicéia Gonçalves |
dc.subject.por.fl_str_mv |
School inclusion Early education Social interaction among children. |
topic |
School inclusion Early education Social interaction among children. |
description |
As a part of a larger project, this research aimed to describe and analyze the situation of children with special needs in Early Education Centers, most specifically the interaction among children. As procedure videotaped free-play activities were categorized to describe the interactive behavior of children in relation to each other (in pairs) on: frequency, direction, duration, topography, and the status of the child, which could be considered isolated, grouped and in teracting, only grouped or alone. These data were analyzed in interactive dyads in order to compare the quality of interaction when the disabled child was present or not. The results indicated that the situation examined had strongly positive aspects, such as the high frequency of interaction, even if to the adults. However, she did spent great time alone, and their interactions with peers were smaller and of different quality (basically less verbal) compared to the interaction among the other children. Thus, based on the belief that social inclusion would be achieved only when typically developed children kept the same quality of relationships with children with and without developmental delays, the general conclusion indicated little success in the analyzed situation. Possibilities of intervention to promote interaction between children are discussed. |
publishDate |
2009 |
dc.date.none.fl_str_mv |
2009-12-11 |
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 |
http://periodicos.ufsm.br/educacaoespecial/article/view/814 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/814 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/814/557 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 22, n. 35, set./dez. 2009 Revista de Educación Especial; Revista Educação Especial, v. 22, n. 35, set./dez. 2009 Revista Educação Especial; Revista Educação Especial, v. 22, n. 35, set./dez. 2009 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
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1799944198186598400 |