Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-11T17:11:05Z No. of bitstreams: 1 eneidagomestolentino.pdf: 1911513 bytes, checksum: 38094770cb61b8d0b7a5f3354a8b2fbc (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-14T15:47:59Z (GMT) No. of bitstreams: 1 eneidagomestolentino.pdf: 1911513 bytes, checksum: 38094770cb61b8d0b7a5f3354a8b2fbc (MD5) / Made available in DSpace on 2015-12-14T15:47:59Z (GMT). No. of bitstreams: 1 eneidagomestolentino.pdf: 1911513 bytes, checksum: 38094770cb61b8d0b7a5f3354a8b2fbc (MD5) Previous issue date: 2015-03-25 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A pesquisa “O educador e o brincar: reflexões sob a perspectiva sócio-histórico-cultural” se insere na linha de Linguagem, Conhecimento e Formação de Professores do Programa de Pós-Graduação em Educação da Universidade Federal de Juiz de Fora/UFJF – Minas Gerais, propondo-se a investigar sobre processos de mediação constituídos pelos educadores nos momentos de brincadeira. O que motivou tal pesquisa foi o desejo de compreender as possibilidades de mediação dos educadores no contexto da brincadeira, tendo por objetivos: compreender se os brinquedos e artefatos são considerados por estes como possibilidades de mediação nos momentos de brincadeiras e fomentar a reflexão sobre o significado do ato de mediar. Fundamentada na perspectiva sócio-histórico-cultural, tem como aporte teórico as contribuições de Leontiev, Lúria e Vigotski. O desenvolvimento metodológico foi pautado na Pesquisa Crítica de Colaboração (MAGALHÃES, 2010), em que, num movimento colaborativo, por meio de atividades coletivas de reflexão, pesquisador e colaboradores puderam compartilhar e (re) construir significados que possibilitaram outras compreensões sobre os fazeres pedagógicos. Tais reflexões foram fomentadas em dois momentos, a saber, uma entrevista dialógica, na qual compartilhamos saberes que fundamentam nossos fazeres; e uma sessão reflexiva, com a proposta de análise coletiva e colaborativa de situações cotidianas de brincadeiras. As transcrições resultantes desses momentos de reflexão foram analisadas de forma argumentativa com base nas categorias da Nova Retórica de Perelman e permitiram compreender que por meio das atividades reflexivas, em colaboração, foi possível compartilhar ideias que reverberou em um movimento de mudança. / The research "The teacher and playing: reflections on the socio-cultural-historical perspective" is included in Language, Knowledge and Training Teachers line of the Education Graduate Program of the Federal University of Juiz de Fora / UFJF - Minas Gerais, proposing to investigate about mediation procedures established by educators in playful moments. What motivated this research was the desire to understand the educators’ mediation possibilities in the context of playing, establishing as its goals: understanding whether the toys and playful artifacts are considered by these educators as a possibility for mediation in moments of play and encouraging reflection on the meaning to the mediate act. Based on socio-cultural-historical perspective, it has as the theoretical basis Leontiev, Luria and Vygotsky´s contributions. The methodological development was guided by the Critical Collaboration Research (MAGALHÃES, 2010), in which, in a collaborative movement through reflection collective activities, researcher and collaborators were able to share and (re) construct meanings that allowed other understandings on the pedagogical tasks. Such reflections were promoted in two moments, namely, a dialogical interview, in which we share knowledge underlying our tasks; and a reflective session, with the proposal of collective and collaborative analysis playing daily situations. The resulting transcripts of these reflection moments were analyzed in an argumentative form based on Perelman´s New Rhetoric categories and allowed realize that through reflective activities in collaboration, it was possible to share ideas that reverberated in a changing movement.

Behavioral researchers have investigated procedures for identifying preferred items for individuals with varying levels of developmental disabilities. Some researchers in this area have reported difficulties in identifying preferred items for individuals with severe to profound multiple disabilities (SPMD), in part because the individuals may not possess the motor skills needed to select and manipulate the items included within the assessment. The purpose of the current study was to address three research questions: Would differences in preference patterns be observed if individuals with SPMD could activate toys with a motor response that is within their repertoire (i.e., press a large microswitch to activate the toy) versus when they are required to perform a motor response that may not be within their repertoire (e.g., sliding knobs, twisting dials to activate a toy)? Would teaching specific skills to activate a toy result in increased toy engagement and a shift in preference toward directly operating the toy? Would teaching the participant a motor response to activate the toy directly affect the levels of microswitch engagement observed? Data were collected within a combination multiple baseline (across 2 participants) and multielement (across conditions) design. The results of this study showed that (a) differences in preference were observed when different measures of assessing preferences were conducted, (b) acquisition of specific motor skills resulted in an increase in preference toward directly manipulating items, and (c) acquisition of motor skills also resulted in a decrease in activating items via microswitches. These results extend the preference assessment literature by showing that the motor skills present within an individual's current repertoire may affect the results of preference assessments for individuals with SPMD.

L’objectif de cette recherche est d’étudier la réponse affective de l’enfant ainsi que son comportement suite à son exposition à un emballage ludique tel un « toy-packaging ». Nous testons aussi le rôle médiateur des variables sociodémographiques sur ces liens. Ainsi nous avons eu recours à quatre prototypes différents de « toy-packagings » selon la présence ou non des critères anthropomorphique et réutilisable pour un produit qui ne suscite pas l’intérêt des enfants, soit le gel-douche. L’expérimentation a été dupliqué dans deux contextes différents afin d’asseoir l’universalité des résultats, il s’agit d’une première étude opérée en France suivie d’une deuxième opérée en Tunisie. La recherche a montré un impact positif du critère anthropomorphique sur la réponse affective de l’enfant envers la marque dans les deux contextes. A l’encontre l’impact du deuxième critère (la réutilisabilité) n’a pu être validé qu’en Tunisie. L’analyse des différences entre les deux critères du « toy-packaging », révèle la prépondérance du premier confirmant l’importance de s’identifier à un héros/emblème chez les jeunes consommateurs. Ainsi, ici ceux sont les plus petits qui éprouvent plus d’enthousiasme envers des marques emballées dans des « toy-packagings » plutôt que leurs aînés. L’âge subjectif est donc une variable qui explique ces différences inter-segment. / This research aims to study the emotional response of children and their behavior toward playful packaging such as a "toy-packaging". It aims also to test mediating role of socio-demographic variables on these links. Thus we used four different prototypes of "toy-packaging" according to the presence or not of anthropomorphic and reusable criteria for a product that does not arouse the interest of children (shower-gel). The experiment was duplicated in two different contexts in order to establish the universality of results, it is about a first study operated in France followed by a second one operated in Tunisia. Research has shown a positive impact of the anthropomorphic criterion on the child's affective response to the brand in both contexts. Although the impact of the second criterion (reusability) has only been validated in Tunisia. The analysis of the differences between the two criteria of "toy-packaging" reveals the importance to be identified to a hero / emblem among young consumers. Thus, the youngest children (7 and 8 yrs) are more enthusiastic towards brands packaged in "toy packaging" rather than their elders. Subjective age is therefore a variable that explains these inter-segment differences.

This diploma thesis deals with didactic games in physics education. A didactic game is a type of an activating teaching method. Didactic games are closely related to didactic toys. In the thesis, a survey of the use of didactic games in physics education is described. Didactic games according to the survey are used by most physics teachers. Eight didactic games were created. I received feedback on four of these games from students as part of piloting at schools. The thesis includes all materials, that are needed for testing the created didactic games. Keywords: didactic game, didactic toy, physics education

This study examined adults’ perceptions of aggression in toys and toy commercials targeted toward young boys. The subjects, 262 undergraduate psychology students, completed the Buss/Perry Aggression Questionnaire and rated either a videotape of 10 boy-oriented toy commercials or slides of 10 non-advertised boy-toys. Parental status, exposure to an advertised versus non-advertised toy, and level of self-reported aggression were assessed to determine their relationship to perceptions of aggressiveness in a toy’s image and predicted play with the toy. Univariate analyses of variance and paired sample t-tests were conducted. The results indicate that toys advertised in commercials are judged to portray more aggressive images than non-advertised toys. Additionally, a person’s tolerance of aggression in his or her own life may influence his/her perceptions that aggression is acceptable in certain situations, such a fantasy toy play. Finally, gender stereotyping still appears to be influential in determining appropriate toy play for boys and girls.

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