OBJECTS WITHOUT SPECIFIC LUDIC SIGNIFICANCE IN PLAY
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
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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Repositório Institucional da UNESP |
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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/openAccess2024-08-08T19:47:40Zoai:repositorio.unesp.br:11449/233764Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-08T19:47:40Repositório 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_ |
1808128112473407488 |