OBJECTS WITHOUT SPECIFIC LUDIC SIGNIFICANCE IN PLAY

Detalhes bibliográficos
Autor(a) principal: Marcolino, Suzana [UNESP]
Data de Publicação: 2021
Outros Autores: Mello, Suely Amaral [UNESP]
Tipo de documento: Artigo
Idioma: eng
por
spa
Título da fonte: Repositório Institucional da UNESP
Texto Completo: http://dx.doi.org/10.1590/2175-35392021223865
http://hdl.handle.net/11449/233764
Resumo: This article presents the results of post-doctorate research with the objective of verifying whether the presentation of objects without a specific function articulated to the gradual removal of toys creates a circumstance in which the use of the former potentiates psychological processes in a child’s development. The theoretical framework is Historical-Cultural Psychology, more precisely D. Elkonin’s theory of playtime. The methodology is inspired by pedagogical experimentation: a similar condition to the pedagogical context is created and actions are performed in order to know its effects. Children aged between 4 and 5 years participated in the research. The results show that the removal of toys leads to the use of objects with no specific function and enhances the use of the words in situations in which the child seeks a substitute object for the missing toy. This behavior is an indication that the child is taking steps towards conceptual thinking.
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spelling OBJECTS WITHOUT SPECIFIC LUDIC SIGNIFICANCE IN PLAYLos objetos sin significación lúdica específica en el juego de niñosOs objetos sem significação lúdica específica na brincadeiraearly childhood educationhistorical-cultural psychologyplayThis article presents the results of post-doctorate research with the objective of verifying whether the presentation of objects without a specific function articulated to the gradual removal of toys creates a circumstance in which the use of the former potentiates psychological processes in a child’s development. The theoretical framework is Historical-Cultural Psychology, more precisely D. Elkonin’s theory of playtime. The methodology is inspired by pedagogical experimentation: a similar condition to the pedagogical context is created and actions are performed in order to know its effects. Children aged between 4 and 5 years participated in the research. The results show that the removal of toys leads to the use of objects with no specific function and enhances the use of the words in situations in which the child seeks a substitute object for the missing toy. This behavior is an indication that the child is taking steps towards conceptual thinking.São Paulo State University, MaríliaSão Paulo State University, MaríliaUniversidade Estadual Paulista (UNESP)Marcolino, Suzana [UNESP]Mello, Suely Amaral [UNESP]2022-05-01T10:03:11Z2022-05-01T10:03:11Z2021-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article1-8http://dx.doi.org/10.1590/2175-35392021223865Psicologia Escolar e Educacional, v. 25, p. 1-8.2175-35391413-8557http://hdl.handle.net/11449/23376410.1590/2175-353920212238652-s2.0-85118258346Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengporspaPsicologia Escolar e Educacionalinfo:eu-repo/semantics/openAccess2022-05-01T10:03:11Zoai:repositorio.unesp.br:11449/233764Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462022-05-01T10:03:11Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv OBJECTS WITHOUT SPECIFIC LUDIC SIGNIFICANCE IN PLAY
Los objetos sin significación lúdica específica en el juego de niños
Os objetos sem significação lúdica específica na brincadeira
title OBJECTS WITHOUT SPECIFIC LUDIC SIGNIFICANCE IN PLAY
spellingShingle OBJECTS WITHOUT SPECIFIC LUDIC SIGNIFICANCE IN PLAY
Marcolino, Suzana [UNESP]
early childhood education
historical-cultural psychology
play
title_short OBJECTS WITHOUT SPECIFIC LUDIC SIGNIFICANCE IN PLAY
title_full OBJECTS WITHOUT SPECIFIC LUDIC SIGNIFICANCE IN PLAY
title_fullStr OBJECTS WITHOUT SPECIFIC LUDIC SIGNIFICANCE IN PLAY
title_full_unstemmed OBJECTS WITHOUT SPECIFIC LUDIC SIGNIFICANCE IN PLAY
title_sort OBJECTS WITHOUT SPECIFIC LUDIC SIGNIFICANCE IN PLAY
author Marcolino, Suzana [UNESP]
author_facet Marcolino, Suzana [UNESP]
Mello, Suely Amaral [UNESP]
author_role author
author2 Mello, Suely Amaral [UNESP]
author2_role author
dc.contributor.none.fl_str_mv Universidade Estadual Paulista (UNESP)
dc.contributor.author.fl_str_mv Marcolino, Suzana [UNESP]
Mello, Suely Amaral [UNESP]
dc.subject.por.fl_str_mv early childhood education
historical-cultural psychology
play
topic early childhood education
historical-cultural psychology
play
description This article presents the results of post-doctorate research with the objective of verifying whether the presentation of objects without a specific function articulated to the gradual removal of toys creates a circumstance in which the use of the former potentiates psychological processes in a child’s development. The theoretical framework is Historical-Cultural Psychology, more precisely D. Elkonin’s theory of playtime. The methodology is inspired by pedagogical experimentation: a similar condition to the pedagogical context is created and actions are performed in order to know its effects. Children aged between 4 and 5 years participated in the research. The results show that the removal of toys leads to the use of objects with no specific function and enhances the use of the words in situations in which the child seeks a substitute object for the missing toy. This behavior is an indication that the child is taking steps towards conceptual thinking.
publishDate 2021
dc.date.none.fl_str_mv 2021-01-01
2022-05-01T10:03:11Z
2022-05-01T10:03:11Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://dx.doi.org/10.1590/2175-35392021223865
Psicologia Escolar e Educacional, v. 25, p. 1-8.
2175-3539
1413-8557
http://hdl.handle.net/11449/233764
10.1590/2175-35392021223865
2-s2.0-85118258346
url http://dx.doi.org/10.1590/2175-35392021223865
http://hdl.handle.net/11449/233764
identifier_str_mv Psicologia Escolar e Educacional, v. 25, p. 1-8.
2175-3539
1413-8557
10.1590/2175-35392021223865
2-s2.0-85118258346
dc.language.iso.fl_str_mv eng
por
spa
language eng
por
spa
dc.relation.none.fl_str_mv Psicologia Escolar e Educacional
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 1-8
dc.source.none.fl_str_mv Scopus
reponame:Repositório Institucional da UNESP
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Repositório Institucional da UNESP
collection Repositório Institucional da UNESP
repository.name.fl_str_mv Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv
_version_ 1799964521607987200

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