This thesis charts the outcomes of family play-learning through make-and-play activities with traditional Thai toys activities (TTTA). Family learning is a component of inter-generational learning, and the research explores this through ‘edutainment’ activities within the informal educational system of a science museum. The thesis also identifies key factors that influence family play-learning through TTTA and explores the nature and impact of traditional Thai culture, local wisdom and Western modern science after participation with the TTTA. Participants in the toy-making activities at the National Science Museum, Thailand are members of the general public, day visitors to the museum who volunteer to join the activities, and represent all age groups. They also have varied levels of educational achievement, backgrounds in science and dispositions towards play. The research follows 93 families, including children, teenagers and adults, a total of 179 participants. Participants’ dispositions towards play are collected through self-reporting questionnaires based upon Barnett's (2006) work on playfulness; data on their individual and group actions have been collected in terms of their levels of enjoyment and engagement with the tasks, and learning outcomes. The data from structured routine observation indicates that, within the make-and-play activities, there is a two-way transfer of learning from older to younger, and from younger to older. The analysis of family learning is based upon Bandura’s (2005) social cognitive theories, used here in relation to informal museum education. Family play-learning is seen as significant, where more experienced members of the family transfer their knowledge and role-model skills to their children or younger members of the family. There is also an upward transfer where discerning youth model the fun and creativity they bring to the tasks. The Toy Learning Outcomes Questionnaire (TLOQ) has been used to study families’ learning outcomes from the TTTA with 51 families composed of 125 participants in total. The TLOQ is based upon work of the Research Centre of Museums and Galleries at the University of Leicester (Hooper-Greenhill, 2007), and uses a four-point Likert-style scale to explore seven areas of interest: (i) knowledge and understanding; (ii) skills; (iii) attitudes and values; (vi) enjoyment, inspiration and creativity; (v) action, behaviour and progression; (vi) scientific learning, and (vii) attitude towards Thai local wisdom. The findings show that families appear to have learned most in relation to two of these areas, ‘scientific knowledge’ and ‘Thai local wisdom’, when compared with the other areas. Data from semi-structured ‘exit interviews’ at the end of the activities, explore this clash of cultures, between Western modern science (WMS) and Thai local wisdom (TLW). This allows for a discussion of the integration of knowledge systems versus distinctive and separate fields. Findings from the interview data indicate that participants treat the TTTA, and work of the museum generally, bi-gnosically: they had positive yet parallel attitudes towards both domains of knowledge. The overall outcomes of this body of work indicate two main factors that encourage family play-learning: (i) the context of the play, which emphasises participants’ personal engagement, social relationships, and the physical setting (the environment and resources in the TTTA); and (ii) the conditions to play, playfulness of the participants and the opportunities they take to learn together through play. The thesis concludes with the implications of this work and recommendations for further research.

Orientador: Rubens Nelson Amaral de Assis Reimão / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas / Made available in DSpace on 2018-08-06T23:57:10Z (GMT). No. of bitstreams: 1 Novaes_JamesJosede_D.pdf: 4707073 bytes, checksum: e9aea983b493f34d3a22b22230fe874c (MD5) Previous issue date: 2006 / Resumo: Várias pesquisas mostram que nos próximos 20 anos metade da população mundial terá sobrepeso em função da crescente prevalência deste distúrbio e da carência de medidas preventivas eficazes para a coletividade. Este contínuo aumento da obesidade tem levado a um crescimento de problemas orgânicos na população, além de problemas na esfera psíquica relacionados a auto-estima e a imagem corporal. Alguns pesquisadores indicam como principal fator do aumento da obesidade, a compulsão alimentar em decorrência de ansiedade. Por outro lado, a ausência de medidas preventivas na área de saúde mental, tem levado os distúrbios mentais a tornarem-se o maior problema em saúde coletiva atualmente nos países desenvolvidos. Foi verificado que intervenções através de atividades lúdicas como suporte social, possibilitam uma diminuição no risco de desenvolvimento de psicopatologia e um aumento dos fatores de proteção em um período curto de aplicação, o que aumenta a possibilidade desta intervenção promover resultados preventivos ao longo prazo. Foram escolhidas 2 categorias de atividades lúdicas como programa de prevenção primária para este estudo: a Arte Terapia e a Arte Capoeira. As crianças foram dividas em 3 grupos de intervenção, ou seja: Arte Terapia e Educação Física; Arte Capoeira e Arte Educação; e Educação Física e Arte Educação. Estas intervenções, consideradas como atividades lúdicas, foram aplicadas no ano de 2003 no município de Americana, SP em 245 crianças da 4a série do ensino fundamental de 2 escolas municipais deste município; a idade variou de 9 a 12 anos; 121 do sexo feminino e 124 do sexo masculino. Foram coletadas medidas antropométricas de peso e altura para o cálculo do Índice de Massa Corporal (IMC) para avaliar sobrepeso e obesidade. A avaliação do risco de desenvolvimento de psicopatologia foi feito pelo Inventário de Comportamento da Infância e Adolescência de Achenbach (CBCL). A escala de Locus de Controle de Nowicki-Strikland (NSLC) e o Perfil de Autopercepção de Susan Harter (SPPC), avaliaram antes e depois da intervenção, respectivamente o locus de controle e o autoconceito, considerados fatores de proteção em saúde mental. Os resultados obtidos neste estudo de intervenção para o grupo das atividades de Educação Física e Arte Educação não foram significativos para diminuir o risco de desenvolvimento de psicopatologia, como também não foi significativa a diminuição de sobrepeso ou obesidade através destas atividades. Por outro lado, o grupo de Arte Terapia e Educação Física, atuou de forma psicoterapeutica, reduzindo significativamente o nível de sintomas psicopatológicos (CBCL) em 32% (p<0,05) para as crianças de alto risco, mas sem aumentar significativamente os fatores de proteção em saúde mental, o que não garante uma prevenção efetiva para este grupo. Entretanto, o grupo de Arte Capoeira e Arte Educação atingiu os objetivos propostos. Estes alunos apresentaram uma redução significativa da externalização e internalização (CBCL) de 58% (p<0,05), assim como um aumento significativo da auto-estima e do controle interno, verificando-se uma redução significativa de sobrepeso ou obesidade de 50% (p<0,05), correlacionada a uma redução significativa do risco de desenvolvimento de psicopatologia, estabelecendo-se assim uma correlação entre saúde mental e obesidade. Desta forma, a atividade lúdica destaca-se como uma possível intervenção para programas de prevenção primária em saúde coletiva. Embora tenha sido obtido um aumento da resistência e uma diminuição do risco de desenvolvimento de psicopatologia e obesidade com intervenções através das atividades lúdicas, isto não é suficiente para considerar que estas crianças permanecerão protegidas ao longo dos próximos anos e na vida adulta. Este fato é muito importante para o dimensionamento do tempo de intervenção em futuros programas de prevenção utilizando as atividades lúdicas. Novos estudos prospectivos de longa duração são de fundamental importância para se estabelecer os efeitos destas atividades sobre a prevenção de psicopatologia e obesidade ao longo prazo / Abstract: Various studies indicate that within the next twenty years, half of the global population will be overweight due to the predominating growth of this disorder and the lack of effective preventive measures. This continuing growth in obesity has led to an expansion in the populations¿ organic problems, in addition to the psychic ones related to self-esteem and body image. Some investigators point to compulsory eating habits due to anxiety as the main cause of increased obesity. On the other hand, the absence of preventive measures in mental health has led to mental disorders, which currently have become the main public health problem in developed nations. It has been confirmed that application of planned games or playing ¿activities¿ as social support can reduce the risk of developing psychopathology and produce an increase in the protective factors over a short time period, this increases the possibility of the application promoting preventive results over the long term. Two types of planned activities were chosen as a primary preventive program for this study: Art Therapy and ¿Capoeira¿ Art (a Brazilian type of self-defense). The children were divided into three groups, as follows: Art Therapy and Physical Education; Capoeira Art and Art Education; and Physical Education and Art Education. These applications of planned games or play activities were used with 245 fourth grade children in two public schools in the city of Americana, São Paulo, Brazil in 2003. The study included 121 females and 124 males with ages ranging from nine to twelve years. Anthropometric measurements of height and weight were used to calculate the Body Mass Index (IMC/Portuguese) in order to evaluate overweight and obesity. The risk of developing psychopathology was assessed using the Achenbach Child Behavior Checklist (CBCL); the Nowicki-Strickland Locus of Control Scale for Children (NSLC); and the Susan Harter Self Perception Profile of Children (SPPC). These tests evaluated the factors of locus of control and self-esteem before and after the application of the activity. These elements are considered to be protective components in mental health. The results obtained by application of these group activities of Physical Education and Art Education were not significant enough to reduce the risk of developing psychopathology or reducing overweight or obesity . On the other hand, the group of Art Therapy and Physical Education acted as a form of psychotherapy, significantly decreasing the level of psychopathological symptoms (CBCL) in 32% (p<0,05) for high risK children. However, it did not significantly increase the protective mental health elements which does not guarantee an effective prevention for this group. Nevertheless, the Capoeira Art and Art education group achieved the objectives proposed. These students presented a significant reduction in externalization and internalization (CBCL) in 58% (p<0,05), as well as a significant increase in self-esteem and internal control, confirming a significant reduction in overweight or obesity in 50% (p<0,05),. This correlated with a significant reduction in the risk of developing psychopathology, thereby, establishing a correlation between mental health and obesity. In this way, the game/playing activities are outstanding as a possible application for programs of primary prevention in public health. Even though an increase in resistance and a decrease in risk of developing psychopathology and obesity were obtained with the application of these game/playing activities, this is not enough to believe that these children will remain protected over the coming years or in adulthood. This fact is very important for calculating the time of application in future preventive programs utilizing these game/playing activities. New prospective studies of longer duration are of fundamental importance for establishing the effects of these activities on the prevention of psychopathology and obesity over the long term / Doutorado / Saude da Criança e do Adolescente / Doutor em Saude da Criança e do Adolescente

Made available in DSpace on 2016-04-04T18:33:18Z (GMT). No. of bitstreams: 1 Rosangela Benedita Ribeiro.pdf: 1713137 bytes, checksum: 47a6f4174ae38c90982280b58af4d51a (MD5) Previous issue date: 2014-12-17 / This research aims to examine the implementation and introduction of primary education of nine years (EF) in the city of Itajub? / MG over a decade. Justified interest in this subject by the pioneering spirit of the municipality in relation to the proposed extension of the EF, it deployed in 2002, given that only in 2006 was published federal law 11.274 that determined its mandatory throughout the territory Brazilian and that 2010 was the deadline set by the Ministry of Education for organizing, planning and expansion of the new EF in all Brazilian municipalities. The construction of the research was done through conducting a literature review on SciELO base and BDTD. The articles, theses and dissertations were categorized and organized in spreadsheets; First there was the reading of abstracts and later the full reading of those texts that addressed the new nuclear EF way. These readings showed obstacles encountered by school units and the educational systems in relation to the expansion and implementation of EF nine years. It was considered valid, then investigate, from the contributions of historical-cultural theory, which reveal the speeches of the coordinators regarding the establishment and implementation of EF nine years (EF9A), with special interest in: i) chronicle as was the establishment and implementation of EF9A; ii) describe and analyze the construction of EF9A the curriculum for the 1st year, the city of Itajub?; iii) To investigate the methodology proposed for the pedagogical practices and the inclusion of playing together with the children of six years and iv) to examine documents guiding the pedagogical proposal published by bodies Federal, State and Municipal. For research we chose to semi-structured interviews with coordinators of municipal Itajub?, with at least ten years of experience with the implementation of the new EF in that municipality; is the set of respondents composed of 05 supervisors. Two were organized axes analysis i) Tell the history of deployment / implementation of EF9A in Itajub?MG - evidence from which those who experienced and ii) dichotomy between playing and learning (reading and writing); ass qualitative analyzes guided up the studies of Vygotsky and colleagues. We hope that with this research, from the path analysis of the Itajub? city's experience over a decade, we can contribute to reflections on the ways in which new public policies are deployed / implemented in Brazil, with regard to the construction of new curricula, teaching practices and teacher training. / A presente pesquisa tem por objetivo analisar a implanta??o e implementa??o do Ensino Fundamental de nove anos (EF) do munic?pio de Itajub?/MG, ao longo de uma d?cada. Justifica-se o interesse por esse tema pelo pioneirismo do referido munic?pio em rela??o ? proposta de amplia??o do EF, nele implantada no ano de 2002, tendo em vista que somente em 2006 foi publicada a lei federal 11.274 que determinou sua obrigatoriedade em todo o territ?rio brasileiro e que 2010 foi prazo final estabelecido pelo Minist?rio de Educa??o para organiza??o, planejamento e amplia??o do novo EF em todos os munic?pios brasileiros. A constru??o da pesquisa se deu pela realiza??o de uma revis?o bibliogr?fica realizada na base Scielo e na BDTD. Os artigos, teses e disserta??es foram categorizados e organizados em planilhas; primeiramente realizou-se a leitura dos resumos e posteriormente a leitura na ?ntegra daqueles textos que abordavam o novo EF de maneira nuclear. Estas leituras evidenciaram obst?culos encontrados pelas unidades escolares e pelas redes de ensino em rela??o ? amplia??o e implementa??o do EF de nove anos. Considerou-se v?lido, ent?o, investigar, a partir dos aportes da teoria Hist?rico-cultural, o que revelam os discursos dos coordenadores pedag?gicos em rela??o ? implanta??o e implementa??o do EF de nove anos (EF9A), com especial interesse em: i) Historiar como ocorreu a implanta??o e implementa??o do EF9A; ii) Descrever e analisar a constru??o do curr?culo do EF9A, para o 1? ano, do munic?pio de Itajub?; iii) Investigar a metodologia proposta para as pr?ticas pedag?gicas e a inser??o da atividade l?dica, junto ?s crian?as de seis anos e iv) Analisar documentos orientadores da proposta pedag?gica publicados pelas inst?ncias Federal, Estadual e Municipal. Para a investiga??o optou-se por entrevistas semi-estruturadas com coordenadores pedag?gicos da rede municipal de Itajub?, com pelo menos dez anos de experi?ncia com a implementa??o do novo EF no referido munic?pio; o conjunto de entrevistados ? composto por 05 supervisores. Foram organizados dois eixos de an?lise i) Historiando a implanta??o/implementa??o do EF9A em Itajub?MG evid?ncias a partir que quem as vivenciou e ii) dicotomia entre brincar e aprender (a ler e escrever); ass an?lises qualitativas pautam-se nos estudos de Vigotski e colaboradores. Esperamos que com esta pesquisa, a partir da an?lise de percurso da experi?ncia do munic?pio de Itajub? ao longo de uma d?cada, possamos contribuir para reflex?es sobre os modos pelos quais novas pol?ticas p?blicas s?o implantadas/implementadas no Brasil, no que se refere ? constru??o de novos curr?culos, pr?ticas pedag?gicas e forma??o de professores.