No description available.

This study focuses what children choose to play with in the preschool yard without active involvement on the part of the preschool teacher. With Bourdieus' concepts of habitus, capital, and fields as theoretical frameworks, the following questions are examined: 1) How does the habitus reflect in a child's choice of play? 2) How can a child's choice of what to play be understood from the perspective of their preschool's culture? The empirical data consists of observations of the child at play, the pedagogical material they use, the place in which they choose to play, the placement of the teachers, and the range of the pedagogical material made available to the child in the preschool yard. This study argues that the choices a child makes, in terms of what to play, is influenced by the culture of the preschool. This is strengthened based on the survey of comparing two different preschools with two different cultures. By discovering patterns in a child's choice of what to play and comparing the results with each other, it becomes possible to analyze how the differences and similarities between playtime at two different preschools can be linked to habitus, capital and fields. This study shows that there are differences about what the children chose to play, how many they play together and how much they talk and move around. / I denna studie fokuseras vad barnen väljer att leka ute på förskolans gård när de leker utan vuxnas aktiva inblandning. Med Bourdieus begrepp om habitus, kapital och fält som teoretiskt ramverk undersöks frågorna: Hur avspeglar sig habitus, de omedvetna mönster människan bär med sig, i barns lekval? Hur kan barns lekval förstås utifrån förskolans kultur? Det empiriska materialet består av observationer av barnens lek, materialet de använder, platsen de väljer att leka på och pedagogernas placering samt vilket utbud av material barnen erbjuds på förskolans gård. Studien argumenterar för att lekvalen påverkas av den kultur som råder inom förskolan. Detta stärks utifrån resultaten från observationerna av barns lekval på två olika förskolor med olika kultur. Genom att upptäcka mönster i barnens lekval och jämföra resultaten med varandra blir det möjligt att analysera hur skillnader och likheter kan kopplas till habitus, kapital och fält. Studien visar att det finns skillnader i barns lekval, hur många de leker tillsammans och i vilken grad de pratar och rör sig i leken.

Orientador: Luciene Ferreira da Silva / Resumo: O objetivo deste estudo foi compreender o jogo nos anos iniciais do Ensino Fundamental, analisando o neoliberalismo e suas consequências para a Educação, e desenvolver um produto educacional que possa auxiliar na utilização do jogo em sala de aula com foco na valorização dos jogos tradicionais infantis e no desenvolvimento do pensamento crítico dos educandos, contrapondo-se ao furto do lúdico existente no cenário educacional atual. Trata-se de uma pesquisa qualitativa, bibliográfica e de campo realizada com alunos de três diferentes escolas da rede municipal de uma cidade do interior do estado de São Paulo, na qual propôs-se a vivência de jogos tradicionais que não estão muito em uso para que, por meio de um diário de campo, fossem observadas e posteriormente analisadas as manifestações lúdicas, além da aplicação de questionários às professoras que lecionavam nos 4ºs anos dessas escolas sobre as possibilidades ou não da presença dos jogos no processo de ensino-aprendizagem em sala de aula no cenário atual educacional e social. Deste modo, abordou-se a distribuição do tempo na escola pelas observações da pesquisa de campo e descreveu-se sobre a emancipação dos alunos e as manifestações de alegrias proporcionadas pelas vivências registradas nas visitas, além da constatação do cenário de preparação para o futuro e de instrumentalização do jogo. / Abstract: The aim of this study was to understand the using of children´s play in the early years of elementary school, analyzing neoliberalism and its consequences for education and developing an educational product that can help in the use of children´s play in the classroom, focusing on the valorization of traditional children’s games and the development of critical thinking of the students, opposing the theft of the playful existing in the current educational scenario. This was a qualitative, bibliographical and field research conducted with students of three diferents schools from the municipal network of a city in the interior of the State of São Paulo, in wich it was proposed to experience traditional games that were not much in use so that by means of a field diary were observed and later analysed the playful manifestations, in addition to the application of questionnaires to teachers who taught to the 4th grades of three schools about the possibilities or not about the presence of traditional children´s games in classroom releasing teaching-learning processes in the current educational means. Thus, the distribution of time in school was approached by observations on field researching and it described the emancipation of students and the manifestations of joy provided by the experiences recorded from the visits, in addition to the observation of the scenario of preparation for the future. / Mestre

Syftet med denna studie är att bidra med kunskap om vilka arbetssätt förskollärare uppger att de använder för att främja de yngre barnens språkutveckling i förskolan. Det som ligger till grund till uppstarten av denna studie är intresset för barns språkutveckling och hur förskollärare med hjälp av olika redskap, strategier och förhållningssätt till leken kan främja språket. För att bidra med kunskap om vilka språkutvecklande arbetssätt som används, valdes metoden semistrukturerade intervjuer. Efter samtal med ansvariga rektorer, kontaktades sex förskollärare från sex förskolor i en kommun i mellersta Sverige.   I studiens resultat framkommer det betydelsefulla strategier och redskap som förskollärare uppger att de använder i språkutvecklande syfte, förskollärares förhållningssätt till barns lek som en arena för språkutveckling presenteras också i resultatet. Några förskollärare i studien betonar vikten av att aktivt närvara i barns lek för att kunna utmana och sätta ord på det som sker, medan andra beskriver den hårfina balans som bör finnas mellan att aktivt nära och närvara på håll. Även dramatisering och ett lekpedagogiskt arbetssätt lyfts fram som en användbar strategi för att främja de yngre barns språkutveckling. Resultatet visar även hur betydelsefulla redskap som bildstöd, tecken som stöd och digitala verktyg är för barns språkande. I studiens slutsats redogörs det för hur det språkutvecklande arbetssättet genomförs, samt att det inte råder några tvivel om att det finns en mångfacetterad kunskap kring barns språkutveckling och hur man kan arbeta med den. / The purpose of this study is to contribute with knowledge about which working methods preschool teachers state that they use to promote the younger children's language development in preschool. The basis for the start of this study is the interest in children's language development and how preschool teachers with the help of different tools, strategies, and approaches to play can promote the language. To contribute knowledge about which language development methods are used, the method of semi-structured interviews was chosen. After conversations with responsible principals, six preschool teachers from six preschools in a municipality in central Sweden were contacted. The results of the study show the significant strategies and tools that preschool teachers state that they use for language development purposes, preschool teachers' approach to children's play as an arena for language development is also presented in the results. Some preschool teachers in the study emphasize the importance of being actively present in children's play in order to be able to challenge and put into words what is happening, while others describe the delicate balance that should exist between actively being present and being present at a distance. Dramatization and a play pedagogical approach are also highlighted as a useful strategy for promoting younger children's language development. The results also show how important tools such as image support, signs as support and digital tools are for children's language. The study's conclusion describes how the language development approach is implemented, and that there is no doubt that there is a multifaceted knowledge about children's language development and how to work with it.

Made available in DSpace on 2016-04-28T20:38:31Z (GMT). No. of bitstreams: 1 Andrea Nosek Lengyel.pdf: 347333 bytes, checksum: d4d30d5d0c5ad202790cab9cb571c5ed (MD5) Previous issue date: 2012-06-15 / This paper intends to discuss current forms of children s play, toys and games used in contemporary society, under a psychoanalytical perspective. Considering contemporary society as a consumer s society, under the influence of advertising and television, resulting in a culture of image and spectacle. Alongside peremptory happiness and immediatism, there is a requirement of fulfillment and competency directing people s lives, including children s. The new social logic assigns people hierarchically according to consumption possibilities: those who are or are not; who can or cannot; who have or do not have worth. As a result, depriving them of the right to autheticity and freedom since childhood. The rules are given and we try to adapt to them. As the psychoanalytical basis for this paper, I used the support of Sigmund Freud s, D. W. Winnicott s and J. Lacan s works. In the transition from a modern production society to a post-modern consumption society, I approach the subject who seeks completeness by acquiring goods, thus obliterating their own possibility to desire, play and fantasize. In the Capitalistic ideal, it is imperative to shorten the path between production and consumption. To illustrate this cultural change, I analyzed children s play and today s predominant birthday parties model, which I then compare to other more traditional forms of celebration. Moreover, I comment on the intensity of stimuli intended to entertain, motivate and teach children, but which ignore their capacities to choose, think, create, and, mostly, desire / Este trabalho tem a intenção de discutir as novas formas do brincar e da brincadeira na sociedade contemporânea, sob o ponto de vista da psicanálise, uma sociedade de consumo que sofre a influência da propaganda e da televisão na cultura do espetáculo. Ao lado de um imperativo de felicidade e imediatismo, uma necessidade de desempenho e eficiência comanda a vida dos cidadãos, inclusive das crianças. A nova lógica da vida social dispõe as pessoas hierarquicamente por meio das suas possibilidades de consumo quem é e quem não é, quem pode e quem não pode, quem vale e quem não vale , tirando o direito de autenticidade e liberdade desde a infância. As regras são dadas e tentamos nos adaptar a elas. Para o embasamento psicanalítico do brincar, respaldo-me em Sigmund Freud, D. W. Winnicott e Jacques Lacan. Abordo o sujeito, na passagem da sociedade moderna de produção para a sociedade pós-moderna de consumo, aquele que procura a completude na aquisição de objetos, o que oblitera a capacidade de desejar, brincar e fantasiar. No ideal do capitalismo, a exigência é que se encurte o caminho entre a produção e o consumo. Para exemplificar essa mudança cultural, são analisados algumas brincadeiras e o modelo de festas infantis preponderante na atualidade, os quais são em seguida comparados a outras formas de comemorar mais tradicionais. Além disso, discuto a intensidade de exposição a estímulos que pretendem divertir, incentivar e ensinar as crianças, mas que deixam de lado a capacidade de escolher, pensar, criar em suma, desejar

Made available in DSpace on 2016-07-27T13:54:30Z (GMT). No. of bitstreams: 1 Sonia Luci Zimmermann Lando.pdf: 3057659 bytes, checksum: 44eaf1d6102f10a89865884b13924a92 (MD5) Previous issue date: 2009-03-20 / The study aimed to investigate practices of teaching with play activities in early childhood education in nursery school and their role in mental and emotional development of children. Such activities were understood as part of those knowledge, skills and attitudes to be internalized by children at this age, in schools. The research was an application of a teaching experiment which content was to carry out ludics activities aimed at changing students' mental actions in relation to expected levels of mental and emotional development. The research was based on theoretical historicalcultural theory and the theory of developmental teaching of V. Davidov. The accomplishment of the experiment and its analysis allowed to proving the effectiveness of the professor in the progress of the mental processes of children requiring, however, firm and determined actions of the teacher, a minimal structure of class organization to carry on teaching activities and students and unrestricted respect for social, cultural and psychological of children needs. / O estudo teve por objetivo investigar práticas de ensino com atividades lúdicas na Educação Infantil em creche e seu papel no desenvolvimento mental e afetivo das crianças. Tais atividades foram entendidas como parte integrante daqueles conhecimentos, habilidades e atitudes a serem internalizadas por crianças dessa faixa etária, em escolas. A pesquisa consistiu da aplicação de um experimento didáticoformativo, cujo conteúdo foi a realização de atividades lúdicas visando mudanças nas ações mentais dos alunos em relação a níveis esperados de desenvolvimento mental e afetivo. A investigação teve como base teórica a teoria histórico-cultural e a teoria do ensino desenvolvimental de V. Davidov. A realização do experimento e sua análise permitiram comprovar a eficácia do trabalho da professora no progresso dos processos mentais das crianças exigindo-se, no entanto, atuação firme e determinada da professora, uma estrutura mínima de organização da classe para levar em frente as atividades docentes e discentes e respeito irrestrito às características sociais, culturais e psicológicas das crianças.