Mediational processes in the assessment of children with development and learning problems

Detalhes bibliográficos
Autor(a) principal: Enumo, Sônia Regina Fiorim
Data de Publicação: 2024
Outros Autores: Cunha, Ana Cristina Barros da, Pereira, Kely Maria de Sousa, Dias, Tatiane Lebre
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista da Faculdade de Educação (Universidade do Estado de Mato Grosso. Online)
Texto Completo: https://periodicos.unemat.br/index.php/ppgedu/article/view/12438
Resumo: This essay addresses the mediational processes investigated in studies with children with developmental and learning problems, aiming at promotion human development and social and educational inclusion. The studies are based on assumptions of cognitivist and sociointeractionist theories by Lev S. Vygotsky (1896-1934) and the Theory of Structural Cognitive Modifiability (MCE) and the Theory of Mediated Learning Experience. (EAM) developed by Reuven Feüerstein (1921-2014). The investigation was carried out using the Mediated Learning Experience (MLE) Rating Scale (MLERS), which was adapted to assess mediation in different contexts of adult-child interaction: a) mother-child with visual impairment; b) teacher-student with learning difficulties; c) evaluator-child with communication problems. The results allow us to envision the promotion of learning for children with difficulties or disabilities and help them to reach another level of cognitive or social competence.
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spelling Mediational processes in the assessment of children with development and learning problemsProcesos mediacionales en la evaluación de niños con problemas de desarrollo y aprendizajeProcessos mediacionais na avaliação de crianças com problemas de desenvolvimento e aprendizagemMediação conceitualCriançaProblemas de aprendizagemConceptual mediationChildLearning problemsildLearning problemsMediación conceptualNiñoProblemas de aprendizajeThis essay addresses the mediational processes investigated in studies with children with developmental and learning problems, aiming at promotion human development and social and educational inclusion. The studies are based on assumptions of cognitivist and sociointeractionist theories by Lev S. Vygotsky (1896-1934) and the Theory of Structural Cognitive Modifiability (MCE) and the Theory of Mediated Learning Experience. (EAM) developed by Reuven Feüerstein (1921-2014). The investigation was carried out using the Mediated Learning Experience (MLE) Rating Scale (MLERS), which was adapted to assess mediation in different contexts of adult-child interaction: a) mother-child with visual impairment; b) teacher-student with learning difficulties; c) evaluator-child with communication problems. The results allow us to envision the promotion of learning for children with difficulties or disabilities and help them to reach another level of cognitive or social competence.Este ensayo aborda los procesos de mediación investigados en estudios con niños con problemas de desarrollo y aprendizaje, con el objetivo de promover el desarrollo humano y la inclusión social y educativa. Los estudios se basan en supuestos de las teorías cognitivista y sociointeraccionista de Lev S. Vygotsky (1896-1934) y la Teoría de la Modificabilidad Cognitiva Estructural (MCE) y la Teoría de la Experiencia de Aprendizaje Mediada (EAM) desarrolladas por Reuven Feüerstein (1921-2014). La investigación se basó en la Mediated Learning Experience (MLE) Rating Scale (MLERS), que fue adaptada para evaluar la mediación en diferentes contextos de interacción adulto-niño: a) madre-niño con discapacidad visual; b) profesor-alumno con dificultades de aprendizaje; c) evaluador-niño con problemas de comunicación. Los resultados permiten vislumbrar la promoción del aprendizaje de niños con dificultades o discapacidades y ayudarlos a alcanzar otro nivel de competencia cognitiva o social.Este ensaio aborda os processos mediacionais investigados em estudos com crianças problemas de desenvolvimento e aprendizagem visando a promoção do desenvolvimento humano e da inclusão social e educacional. Os estudos baseiam-se em pressupostos de teorias cognitivistas e sociointeracionistas de Lev S. Vygotsky (1896-1934) e da Teoria da Modificabilidade Cognitiva Estrutural/Theory of Structural Cognitive Modifiability (MCE) e a Teoria da Experiência de Aprendizagem Mediada/Mediated Learning Experience (EAM) desenvolvida por Reuven Feüerstein (1921-2014). A investigação foi realizada a partir da Mediated Learning Experience (MLE) Rating Scale (MLERS), a qual foi adaptada para a avaliação da mediação em diferentes contextos de interação adulto-criança: a) mãe-criança com deficiência visual; b) professor-aluno com dificuldade de aprendizagem; c) avaliador-criança com problemas de comunicação. Os resultados permitem vislumbrar a promoção de aprendizagem da criança com dificuldade ou deficiência e auxiliá-la a alcançar um outro nível de competência cognitiva ou social.UNEMAT Editora2024-05-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unemat.br/index.php/ppgedu/article/view/12438Revista da Faculdade de Educação; v. 40 (2024): Revista da Faculdade de Educação - jan-Dez - Publicação contínua; e4024022178-7476reponame:Revista da Faculdade de Educação (Universidade do Estado de Mato Grosso. Online)instname:Universidade do Estado de Mato Grosso (UNEMAT)instacron:UNEMATporhttps://periodicos.unemat.br/index.php/ppgedu/article/view/12438/8491Copyright (c) 2024 Sônia Regina Fiorim Enumo, Ana Cristina Barros da Cunha, Kely Maria de Sousa Pereira, Tatiane Lebre Diashttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessEnumo, Sônia Regina FiorimCunha, Ana Cristina Barros daPereira, Kely Maria de SousaDias, Tatiane LebreEnumo, Sônia Regina FiorimCunha, Ana Cristina Barros daPereira, Kely Maria de SousaDias, Tatiane LebreEnumo, Sônia Regina FiorimCunha, Ana Cristina Barros daPereira, Kely Maria de SousaDias, Tatiane Lebre2024-06-02T14:01:39Zoai:ojs.pkp.sfu.ca:article/12438Revistahttps://periodicos.unemat.br/index.php/ppgeduPUBhttps://periodicos.unemat.br/index.php/ppgedu/oairevistafaed@unemat.br2178-74761679-4273opendoar:2024-06-02T14:01:39Revista da Faculdade de Educação (Universidade do Estado de Mato Grosso. Online) - Universidade do Estado de Mato Grosso (UNEMAT)false
dc.title.none.fl_str_mv Mediational processes in the assessment of children with development and learning problems
Procesos mediacionales en la evaluación de niños con problemas de desarrollo y aprendizaje
Processos mediacionais na avaliação de crianças com problemas de desenvolvimento e aprendizagem
title Mediational processes in the assessment of children with development and learning problems
spellingShingle Mediational processes in the assessment of children with development and learning problems
Enumo, Sônia Regina Fiorim
Mediação conceitual
Criança
Problemas de aprendizagem
Conceptual mediation
Child
Learning problemsild
Learning problems
Mediación conceptual
Niño
Problemas de aprendizaje
title_short Mediational processes in the assessment of children with development and learning problems
title_full Mediational processes in the assessment of children with development and learning problems
title_fullStr Mediational processes in the assessment of children with development and learning problems
title_full_unstemmed Mediational processes in the assessment of children with development and learning problems
title_sort Mediational processes in the assessment of children with development and learning problems
author Enumo, Sônia Regina Fiorim
author_facet Enumo, Sônia Regina Fiorim
Cunha, Ana Cristina Barros da
Pereira, Kely Maria de Sousa
Dias, Tatiane Lebre
author_role author
author2 Cunha, Ana Cristina Barros da
Pereira, Kely Maria de Sousa
Dias, Tatiane Lebre
author2_role author
author
author
dc.contributor.author.fl_str_mv Enumo, Sônia Regina Fiorim
Cunha, Ana Cristina Barros da
Pereira, Kely Maria de Sousa
Dias, Tatiane Lebre
Enumo, Sônia Regina Fiorim
Cunha, Ana Cristina Barros da
Pereira, Kely Maria de Sousa
Dias, Tatiane Lebre
Enumo, Sônia Regina Fiorim
Cunha, Ana Cristina Barros da
Pereira, Kely Maria de Sousa
Dias, Tatiane Lebre
dc.subject.por.fl_str_mv Mediação conceitual
Criança
Problemas de aprendizagem
Conceptual mediation
Child
Learning problemsild
Learning problems
Mediación conceptual
Niño
Problemas de aprendizaje
topic Mediação conceitual
Criança
Problemas de aprendizagem
Conceptual mediation
Child
Learning problemsild
Learning problems
Mediación conceptual
Niño
Problemas de aprendizaje
description This essay addresses the mediational processes investigated in studies with children with developmental and learning problems, aiming at promotion human development and social and educational inclusion. The studies are based on assumptions of cognitivist and sociointeractionist theories by Lev S. Vygotsky (1896-1934) and the Theory of Structural Cognitive Modifiability (MCE) and the Theory of Mediated Learning Experience. (EAM) developed by Reuven Feüerstein (1921-2014). The investigation was carried out using the Mediated Learning Experience (MLE) Rating Scale (MLERS), which was adapted to assess mediation in different contexts of adult-child interaction: a) mother-child with visual impairment; b) teacher-student with learning difficulties; c) evaluator-child with communication problems. The results allow us to envision the promotion of learning for children with difficulties or disabilities and help them to reach another level of cognitive or social competence.
publishDate 2024
dc.date.none.fl_str_mv 2024-05-29
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.unemat.br/index.php/ppgedu/article/view/12438
url https://periodicos.unemat.br/index.php/ppgedu/article/view/12438
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unemat.br/index.php/ppgedu/article/view/12438/8491
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv UNEMAT Editora
publisher.none.fl_str_mv UNEMAT Editora
dc.source.none.fl_str_mv Revista da Faculdade de Educação; v. 40 (2024): Revista da Faculdade de Educação - jan-Dez - Publicação contínua; e402402
2178-7476
reponame:Revista da Faculdade de Educação (Universidade do Estado de Mato Grosso. Online)
instname:Universidade do Estado de Mato Grosso (UNEMAT)
instacron:UNEMAT
instname_str Universidade do Estado de Mato Grosso (UNEMAT)
instacron_str UNEMAT
institution UNEMAT
reponame_str Revista da Faculdade de Educação (Universidade do Estado de Mato Grosso. Online)
collection Revista da Faculdade de Educação (Universidade do Estado de Mato Grosso. Online)
repository.name.fl_str_mv Revista da Faculdade de Educação (Universidade do Estado de Mato Grosso. Online) - Universidade do Estado de Mato Grosso (UNEMAT)
repository.mail.fl_str_mv revistafaed@unemat.br
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