Socialization in Day Care Center: A Study on Children Behavior and Play

Detalhes bibliográficos
Autor(a) principal: Trivellato-Ferreira, Marlene de Cássia
Data de Publicação: 2017
Outros Autores: Ferreira, Amanda Trivellato, Marturano, Edna Maria
Tipo de documento: Artigo
Idioma: por
Título da fonte: Psicologia (Universidade Presbiteriana Mackenzie. Online)
Texto Completo: http://editorarevistas.mackenzie.br/index.php/ptp/article/view/8640
Resumo: The objective was to compare the engagement of children with peers and in activities, before and after participating in teacher guided play in the day care center. Twenty children aged between 36 and 46 months, in a philanthropic day care center, participated in 20 play sessions. Preceding and succeeding that period, they were filmed during free play for nine days. Simultaneously, an observer recorded interactive and play behaviors, focusing on each child for two minutes, and later completed her recordings with the images captured by the cameras. Observed play was categorized as solitary, parallel, associative and cooperative. Interactive behaviors were categorized as gregarious, friendly communication focused or not on toy and unfriendly communication focused or not on toy. Data from the two observation blocks were compared by means of the Wilcoxon test. Increased time in solitary and joint play, increased positive interactions and reduced negative interactions suggest greater engagement after teacher-guided play.
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spelling Socialization in Day Care Center: A Study on Children Behavior and PlaySocialización en la Guardería: la Conducta y los Juegos de Niños PequeñosSocialização em Creche: um Estudo sobre Comportamento e Brincadeiras de Crianças Pequenasguarderíalos niños de preescolarrecreaciónparticipaciónsocializacióncrechecriança pré-escolarrecreaçãoengajamentosocializaçãoday carepreschool childrecreationengagementsocializationThe objective was to compare the engagement of children with peers and in activities, before and after participating in teacher guided play in the day care center. Twenty children aged between 36 and 46 months, in a philanthropic day care center, participated in 20 play sessions. Preceding and succeeding that period, they were filmed during free play for nine days. Simultaneously, an observer recorded interactive and play behaviors, focusing on each child for two minutes, and later completed her recordings with the images captured by the cameras. Observed play was categorized as solitary, parallel, associative and cooperative. Interactive behaviors were categorized as gregarious, friendly communication focused or not on toy and unfriendly communication focused or not on toy. Data from the two observation blocks were compared by means of the Wilcoxon test. Increased time in solitary and joint play, increased positive interactions and reduced negative interactions suggest greater engagement after teacher-guided play.El objetivo fue comparar la participación de niños con sus compañeros y actividades antes y después de participar en sesiones de juego coordinado por el adultoen la guardería.   niños de edades comprendidas entre 36 y 46 meses en guardería sin fines de lucro participaron en 20 sesiones de juego. Anterior y posterior de esto, durante nueve días los niños fueron filmados y un observador registró sus comportamentos interactivos y juegos, centrándose en cada niño durante dos minutos. Los juegos se clasificaron en solitario, paralelo, asociativo y cooperativo. Los comportamentos se clasificaron como gregario, comunicación amable con o sin foco en el juguete y comunicación hostil con o sin foco en el juguete. Los datos de ambos momentos se compararon mediante la prueba de Wilcoxon. El aumento del tiempo en el jugar solitario y juntos, el aumento de las interacciones positivas y la reducción de las interaciones negativas sugieren una mayor participación después de las actividades guiadas por el profesor.Objetivou-se comparar o engajamento das crianças com pares e nas atividades, antes e depois de participarem em brincadeiras coordenadas por um adulto na creche. Vinte crianças com idades entre 36 e 46 meses, em creche filantrópica, participaram de 20 sessões de brincadeiras. Precedendo e sucedendo esse período, elas foram filmadas por nove dias em atividades livres. Simultaneamente, uma observadora registrava comportamentos interativos e brincadeiras, focalizando cada criança por dois minutos. Esse registro era completado com a observação das filmagens. Categorizaram- se as brincadeiras em solitária, paralela, associativa e cooperativa, e os comportamentos como gregário, comunicação amigável com ou sem foco no brinquedo e comunicação hostil com ou sem foco no brinquedo. Os dados dos dois momentos foram comparados mediante uso do teste de Wilcoxon. O aumento do tempo em brincadeira solitária e conjunta, o aumento das interações positivas e a diminuição das interações negativas sugerem maior engajamento após as atividades guiadas pela educadora.Editora Mackenzie2017-04-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/864010.5935/1980-6906/psicologia.v18n3p127-140The Journal Of Psychology: Theory and Practice ; Vol. 18 No. 3 (2016); 127-140Revista Psicología: Teoría y Práctica; Vol. 18 Núm. 3 (2016); 127-140Revista Psicologia: Teoria e Prática; v. 18 n. 3 (2016); 127-1401980-69061516-3687reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)instname:Universidade Presbiteriana Mackenzie (UPM)instacron:UPMporhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/8640/6365Copyright (c) 2017 Marlene de Cássia Trivellato-Ferreira, Amanda Trivellato Ferreira, Edna Maria Marturanohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessTrivellato-Ferreira, Marlene de CássiaFerreira, Amanda TrivellatoMarturano, Edna Maria2023-07-13T16:32:17Zoai:ojs.editorarevistas.mackenzie.br:article/8640Revistahttp://editorarevistas.mackenzie.br/index.php/ptp/indexPRIhttp://editorarevistas.mackenzie.br/index.php/ptp/oairevistapsico@mackenzie.br1980-69061516-3687opendoar:2023-07-13T16:32:17Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)false
dc.title.none.fl_str_mv Socialization in Day Care Center: A Study on Children Behavior and Play
Socialización en la Guardería: la Conducta y los Juegos de Niños Pequeños
Socialização em Creche: um Estudo sobre Comportamento e Brincadeiras de Crianças Pequenas
title Socialization in Day Care Center: A Study on Children Behavior and Play
spellingShingle Socialization in Day Care Center: A Study on Children Behavior and Play
Trivellato-Ferreira, Marlene de Cássia
guardería
los niños de preescolar
recreación
participación
socialización
creche
criança pré-escolar
recreação
engajamento
socialização
day care
preschool child
recreation
engagement
socialization
title_short Socialization in Day Care Center: A Study on Children Behavior and Play
title_full Socialization in Day Care Center: A Study on Children Behavior and Play
title_fullStr Socialization in Day Care Center: A Study on Children Behavior and Play
title_full_unstemmed Socialization in Day Care Center: A Study on Children Behavior and Play
title_sort Socialization in Day Care Center: A Study on Children Behavior and Play
author Trivellato-Ferreira, Marlene de Cássia
author_facet Trivellato-Ferreira, Marlene de Cássia
Ferreira, Amanda Trivellato
Marturano, Edna Maria
author_role author
author2 Ferreira, Amanda Trivellato
Marturano, Edna Maria
author2_role author
author
dc.contributor.author.fl_str_mv Trivellato-Ferreira, Marlene de Cássia
Ferreira, Amanda Trivellato
Marturano, Edna Maria
dc.subject.por.fl_str_mv guardería
los niños de preescolar
recreación
participación
socialización
creche
criança pré-escolar
recreação
engajamento
socialização
day care
preschool child
recreation
engagement
socialization
topic guardería
los niños de preescolar
recreación
participación
socialización
creche
criança pré-escolar
recreação
engajamento
socialização
day care
preschool child
recreation
engagement
socialization
description The objective was to compare the engagement of children with peers and in activities, before and after participating in teacher guided play in the day care center. Twenty children aged between 36 and 46 months, in a philanthropic day care center, participated in 20 play sessions. Preceding and succeeding that period, they were filmed during free play for nine days. Simultaneously, an observer recorded interactive and play behaviors, focusing on each child for two minutes, and later completed her recordings with the images captured by the cameras. Observed play was categorized as solitary, parallel, associative and cooperative. Interactive behaviors were categorized as gregarious, friendly communication focused or not on toy and unfriendly communication focused or not on toy. Data from the two observation blocks were compared by means of the Wilcoxon test. Increased time in solitary and joint play, increased positive interactions and reduced negative interactions suggest greater engagement after teacher-guided play.
publishDate 2017
dc.date.none.fl_str_mv 2017-04-24
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://editorarevistas.mackenzie.br/index.php/ptp/article/view/8640
10.5935/1980-6906/psicologia.v18n3p127-140
url http://editorarevistas.mackenzie.br/index.php/ptp/article/view/8640
identifier_str_mv 10.5935/1980-6906/psicologia.v18n3p127-140
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/8640/6365
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Mackenzie
publisher.none.fl_str_mv Editora Mackenzie
dc.source.none.fl_str_mv The Journal Of Psychology: Theory and Practice ; Vol. 18 No. 3 (2016); 127-140
Revista Psicología: Teoría y Práctica; Vol. 18 Núm. 3 (2016); 127-140
Revista Psicologia: Teoria e Prática; v. 18 n. 3 (2016); 127-140
1980-6906
1516-3687
reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)
instname:Universidade Presbiteriana Mackenzie (UPM)
instacron:UPM
instname_str Universidade Presbiteriana Mackenzie (UPM)
instacron_str UPM
institution UPM
reponame_str Psicologia (Universidade Presbiteriana Mackenzie. Online)
collection Psicologia (Universidade Presbiteriana Mackenzie. Online)
repository.name.fl_str_mv Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)
repository.mail.fl_str_mv revistapsico@mackenzie.br
_version_ 1797051377287954432

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