During our university studies we learned about the importance of play for children'sdevelopment. During play children practice many elements, such as social andcommunication skills and they learn easier. This because play is fun and they use theirimagination and creativity to develop their play, creating new games - this isimportant for their learning and development. Therefore, we know that play is anexcellent teaching tool, but I wonder what do pedagogues think of play?I also wonder what factors influence children's play and how important the "oldfashionedplay" or play without modern toys such as electronic toys or gadgets are forchildren's development? Therefore, I travelled to a small village in India, where there is no modern technology,to carry out this study about play. Over the course of ten days I observed childrenplaying and interviewed three teachers in a private school to study how thecircumstances make children create their own toys to play with, and how importantthis play and these toys are for the children's' lives and development. As a result ofthis study I came to the conclusion that economic, religious, cultural and genderfactors influence children's play in this village in India. Creating their own toysdevelops children´s creativity and fine motor skills, and helps them socialize whilethey are teaching each other how to create the toy. In a multicultural society like ours in Sweden, we have many first- and secondgenerationimmigrants in our schools, therefore it is important to learn and understandhow other cultures play and how we as pedagogues see and adopt this kind of playand different games to teach. In this study I want to show another perspective of playto understand our own play in Sweden. I believe that this multicultural perspectivewill only enrich our profession.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-03-18T13:17:05Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação_Versão_Final_PDF.pdf: 4361098 bytes, checksum: 309e6a4884448fd382fe08788b9fd07e (MD5) / Made available in DSpace on 2016-03-18T13:17:05Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação_Versão_Final_PDF.pdf: 4361098 bytes, checksum: 309e6a4884448fd382fe08788b9fd07e (MD5) Previous issue date: 2015-02-26 / FACEPE / Sob o olhar sociointeracionista e com o apoio da perspectiva da Rede de Significações, a criança é compreendida como ativa construtora de seu desenvolvimento, sendo instada a interpretar seu entorno, criando uma versão sobre objetos e acontecimentos sociais que lhe afetam. A família é um objeto social relevante para a criança uma vez que se constitui como seu primeiro e mais próximo contexto de desenvolvimento. Este objeto é constantemente transformado por mudanças socioculturais e por rupturas de desenlaces que implicam novas configurações familiares. Como qualquer outro membro familiar a criança elabora novos sentidos frente às diferentes realidades. A presente investigação objetivou perscrutar significações sobre família em crianças de 5 a 11 anos, entre estas, crianças cujos pais estão em litígio na justiça por disputa de guarda ou regulamentação de visitas, no Tribunal de Justiça de Pernambuco (TJ-PE). Participaram da pesquisa 41 crianças, sendo 25 meninos e 16 meninas. Do total de participantes, oito foram crianças indicadas pelo Tribunal de Justiça, com a aquiescência da família, para constituírem as crianças focais deste estudo. As demais crianças foram convidadas a compor a situação coletiva de observação, usando-se o critério de pertencerem ao ciclo de amizade escolar das primeiras, a partir da indicação das professoras. Portanto, para cada criança focal existiram três, quatro ou cinco parceiros privilegiados, que compuseram as oito oficinas de brincadeiras para planejarem encenações teatrais sobre família. Em seguida, cada criança, individualmente, foi instada pela pesquisadora a conversar sobre família a partir de dois desenhos que lhe eram solicitados: o primeiro sobre “uma família”; e o segundo sobre “sua família”. Os resultados obtidos com as duas situações, a coletiva e a individual, mostram que as crianças consideram pertinentes à família diversos arranjos, como, por exemplo, famílias nucleares, monoparentais, recasadas ou extensas. Evidencia-se também que as relações familiares são predominantemente manifestações de cuidado, proteção e vinculação afetiva. Quanto à vivência de conflitos conjugais na família, das oito crianças focais quatro expressaram sentimentos de descontentamento ou revelaram indícios desse sentimento. Entretanto, ressalta-se que, mesmo diante das dificuldades decorrentes do conflito, no percurso cotidiano, essas crianças constroem novos sentidos de família, mas preservam seu papel primordial de cuidado, afeto e lugar de pertencimento. / Under the sociointeractionist perspective and with the support of the Network of Meanings perspective, the child is perceived as active constructor of their development, being asked to interpret their surroundings, creating a version of objects and social events affecting them. The family is an important social object to the child as it is their first and closest development context. This object is constantly transformed by sociocultural changes and disruptions of outcomes involving new family configurations. Like any other family member, the child develops new senses when facing different realities. This research aimed to scrutinize meanings of family in children 5-11 years. Among these are children whose parents are in court dispute for custody or regulation of visits, at the Tribunal de Justiça de Pernambuco (TJ-PE). The participants were 41 children, 25 boys and 16 girls. Of all participants, eight were children indicated by the Court, with the family's consent, to constitute the focal children in this study. The other children were invited to compose the collective situation of observation, using the criteria of belonging to the same school of the focal children, from the indication of the teachers. Therefore, for each focal child there were three, four or five close partners, who composed the eight workshops of games to plan theatrical productions about family. Then each individual was asked by the researcher to talk about family from two designs that it demanded: the first about "a family"; and the second on "your family". The results obtained with the two situations, the collective and the individual, show that children consider several modalities relevant to the family, such as nuclear families, single-parent, remarried or extensive families. It also shows that family relationships are predominantly care demonstration, protection and affectionate bonds. As for the experience of marital conflict in the family, among the eight focal children, four expressed feelings of dissatisfaction or showed evidence of that feeling. However, it is important to state that even with the difficulties arising from the conflict in daily life, these children make new meanings about family that preserve the primary role of care, affection and place of belonging.