Published Article / The aim of this research was to identify the design aspects necessary to create an aesthetically appealing playroom environment to aid the well-being of hospitalised oncology children at a public hospital in Bloemfontein, South Africa. The methodology design is overall qualitative within the interpretivist paradigm with a triangulation methodology design with explanatory components. These components consisted of a literature review which was further explored by means of a qualitative questionnaire. The playroom was created as part of a community project according to the literature review and questionnaire after which semi-structured individual interviews were conducted with the children themselves.

O brincar é uma forma pela qual a criança pode expressar seus desejos, construir situações e estabelecer relações entre os objetos, com os outros e com o mundo. É pelo brincar também que a criança se movimenta e explora suas capacidades motoras. O objetivo do presente estudo foi analisar a frequência de ações motoras, interação social e tipos de brincadeiras desempenhadas pelas crianças durante o brincar livre na brinquedoteca. Quarenta e duas crianças entre 4 e 5 anos foram observadas de forma individual, in loco, durante um período de tempo de 10 minutos, no brincar livre numa brinquedoteca. Foi verificado que as crianças realizam mais ações manipulativas (52,27%), seguidas por ações locomotoras (31,56%) e por fim ações de estabilidade (16,17%). As ações mais apresentadas pelos meninos sequencialmente foram: ações manipulativas finas, parados um momento sem ação, correr, andar e conduzir. As meninas apresentaram ações manipulativas finas, segurar, paradas, andar e engatinhar. Em relação aos brinquedos, as crianças utilizaram aproximadamente em metade do tempo e quando utilizaram foram: carrinhos, utensílios domésticos e bonecos(as). Os tipos de brincadeiras ocorreram com esses brinquedos, mas também permaneciam paradas, não apresentaram brincadeiras, seguido de miscelânea. Tanto os meninos quanto as meninas permaneceram na maioria do tempo sozinhos, sendo que as meninas permaneciam com uma menina e os meninos com um ou dois meninos. O teste estatístico Correlação de Spearman (rho) apresentou que a escolha do brinquedo influenciou no comportamento motor da criança e que a interação social influencia no tipo de brincadeira. Com as análises dessas variáveis, podemos inferir que a brincadeira é solitária, não há diversificação de brinquedos e que principalmente o contexto influencia na ação motora da criança / Play is the way in which a child can express his/her wishes, build situations and establish relationship among the objects, with the others and the world. Its because of the play that the child moves and explores his/her motor skills. The propose this present study was to analyze the frequency of motor actions, social interaction and types of plays performed by children during free play in the playroom. Forty-two children between 4 and 5 years old were observed individually, in loco, for a period of 10 minutes playing free in a playroom.It was verified that the children hold more manipulative actions (52.27%), followed by locomotors actions (31.56%) and finally actions of stability (16.17%). Major actions presented by the boys were sequentially: fine manipulative actions, stopped for a moment without action, running, walking and leading. The girls also presented fine manipulative actions, stopped, holding, walking and crawling. In relation to the toys, the children used approximately half time with: cars, household items and dolls (for boys and girls). The types of plays occurred with these toys, but remained standing, they did not present plays, followed by miscellaneous. Both boys and girls stayed most of the time alone, and the girls stayed with one girl and the boys with one or two boys.The statistical test Spearman Correlation (rho) showed that the choice of the toy influenced the child\'s motor behavior and that the social interaction influences the type of play. According to the analysis of these variables we can conclude that the play is solitary, there is no diversification of toys and mainly that the context influences the child\'s motor action

O brincar é uma forma pela qual a criança pode expressar seus desejos, construir situações e estabelecer relações entre os objetos, com os outros e com o mundo. É pelo brincar também que a criança se movimenta e explora suas capacidades motoras. O objetivo do presente estudo foi analisar a frequência de ações motoras, interação social e tipos de brincadeiras desempenhadas pelas crianças durante o brincar livre na brinquedoteca. Quarenta e duas crianças entre 4 e 5 anos foram observadas de forma individual, in loco, durante um período de tempo de 10 minutos, no brincar livre numa brinquedoteca. Foi verificado que as crianças realizam mais ações manipulativas (52,27%), seguidas por ações locomotoras (31,56%) e por fim ações de estabilidade (16,17%). As ações mais apresentadas pelos meninos sequencialmente foram: ações manipulativas finas, parados um momento sem ação, correr, andar e conduzir. As meninas apresentaram ações manipulativas finas, segurar, paradas, andar e engatinhar. Em relação aos brinquedos, as crianças utilizaram aproximadamente em metade do tempo e quando utilizaram foram: carrinhos, utensílios domésticos e bonecos(as). Os tipos de brincadeiras ocorreram com esses brinquedos, mas também permaneciam paradas, não apresentaram brincadeiras, seguido de miscelânea. Tanto os meninos quanto as meninas permaneceram na maioria do tempo sozinhos, sendo que as meninas permaneciam com uma menina e os meninos com um ou dois meninos. O teste estatístico Correlação de Spearman (rho) apresentou que a escolha do brinquedo influenciou no comportamento motor da criança e que a interação social influencia no tipo de brincadeira. Com as análises dessas variáveis, podemos inferir que a brincadeira é solitária, não há diversificação de brinquedos e que principalmente o contexto influencia na ação motora da criança / Play is the way in which a child can express his/her wishes, build situations and establish relationship among the objects, with the others and the world. Its because of the play that the child moves and explores his/her motor skills. The propose this present study was to analyze the frequency of motor actions, social interaction and types of plays performed by children during free play in the playroom. Forty-two children between 4 and 5 years old were observed individually, in loco, for a period of 10 minutes playing free in a playroom.It was verified that the children hold more manipulative actions (52.27%), followed by locomotors actions (31.56%) and finally actions of stability (16.17%). Major actions presented by the boys were sequentially: fine manipulative actions, stopped for a moment without action, running, walking and leading. The girls also presented fine manipulative actions, stopped, holding, walking and crawling. In relation to the toys, the children used approximately half time with: cars, household items and dolls (for boys and girls). The types of plays occurred with these toys, but remained standing, they did not present plays, followed by miscellaneous. Both boys and girls stayed most of the time alone, and the girls stayed with one girl and the boys with one or two boys.The statistical test Spearman Correlation (rho) showed that the choice of the toy influenced the child\'s motor behavior and that the social interaction influences the type of play. According to the analysis of these variables we can conclude that the play is solitary, there is no diversification of toys and mainly that the context influences the child\'s motor action

Made available in DSpace on 2016-08-17T13:54:35Z (GMT). No. of bitstreams: 1 dissertacao ANIZIA ARAUJO.pdf: 18079507 bytes, checksum: 560accf959f48c3b63f8683bc8ffd176 (MD5) Previous issue date: 2013-05-03 / FUNDAÇÃO DE AMPARO À PESQUISA E AO DESENVOLVIMENTO CIENTIFICO E TECNOLÓGICO DO MARANHÃO / This study aims to understand the symbolic expressions on recreational activities developed in a school playroom of Sao Luis-MA. We seek, using Gilbert Durand s (2002) Anthropological Theory of Imaginary, grasp the processes of symbolization that are most used in the children s games, as well as its relevance to sensitive and humanizing education. It is a hermeneutic study, by dealing with the comprehension of human symbolic expressions. Therefore, based on the holonomic paradigm, that values a unifying principle of knowledge, science and man and considers the whole individual, complexity, comprising the imagination as a factor that institutes the society. The Research locus is a playroom school in Sao Luis - MA and as individuals, the children, the person responsible for the school playroom and the playroom project coordinator of Superintendence of Early Childhood Education, from the City Department of Education. To collect data with the person responsible for the school playroom and the City Department of Education specialist, it was chosen semi-structured interview. With children, it was made observation and recording of activities, speech and behavior, as well as the application of heuristics in the four corners of the playroom: make-believe, reading, games and toys and art. About the kind of research, was elected qualitative study within the comprehensive perspective, considering the set image-text, analyzed in their context, in order to provide a more accurate interpretation of the researched reality. It was found that the symbolism, to be experienced in the school, through the playroom, the playful activities developed, the fairy tales, the toys, the games, the make-believe and art allows children to understand reality, the other, and themselves, in a sensitive, playful and dialogical, contributing to a humanizing education. / Este estudo se propõe a compreender as expressões simbólicas presentes nas atividades lúdicas desenvolvidas em uma brinquedoteca escolar municipal de São Luís-MA. Busca-se, a partir da Teoria Antropológica do Imaginário de Gilbert Durand (2002), apreender os processos de simbolização mais recorrentes nas brincadeiras das crianças, bem como sua relevância para uma educação sensível e humanizadora. Trata-se de um estudo hermenêutico, por lidar com a compreensão das expressões simbólicas humanas. Para tanto, fundamenta-se no paradigma holonômico, que valoriza um princípio unificador do conhecimento, da ciência e do homem, bem como considera a totalidade do sujeito, a complexidade, compreendendo o imaginário como fator instituinte da sociedade. A pesquisa tem como locus uma brinquedoteca escolar do município de São Luís MA e como sujeitos as crianças, o brinquedista da escola e o coordenador do projeto brinquedoteca da Superintendência de Educação Infantil da Secretaria Municipal de Educação. Para a coleta de dados com o brinquedista e com o especialista da Secretaria Municipal de Educação, optou-se pela entrevista semi-estruturada. Com as crianças, imperou a observação e registro das atividades, falas e comportamento, bem como a aplicação de heurísticas nos quatro cantinhos da brinquedoteca: faz-deconta, leitura, jogos e brinquedos e arte. Quanto à natureza da pesquisa, elegeu-se a abordagem qualitativa, dentro da perspectiva compreensiva, considerando o conjunto imagem-texto, analisado em seu contexto, de forma a proporcionar uma interpretação mais fidedigna da realidade pesquisada. Constatou-se que o simbolismo, ao ser vivenciado na escola, através da brinquedoteca, das atividades lúdicas desenvolvidas, dos contos de fadas, dos brinquedos, das brincadeiras, do faz-de-conta e da arte, permite que as crianças compreendam a realidade, o outro e a si mesmas, de forma sensível, lúdica e dialógica, contribuindo para uma educação humanizadora.

Orientador: Orly Zucatto Mantovani de Assis / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-23T00:27:05Z (GMT). No. of bitstreams: 1 Magnani_ElianaMaria_D.pdf: 4275895 bytes, checksum: a6e6639da46836ca3b438ebce9862075 (MD5) Previous issue date: 2013 / Resumo: Esta pesquisa resultou de uma longa caminhada, durante a qual se identificou que muitos educadores apresentavam dificuldades no entendimento e atendimento aos interesses e necessidades lúdicas infantis. Diante disso, e da (re) implantação de brinquedotecas ocorridas, desde 2004, pela Secretaria de Educação, nos Centros Municipais Infantis (CMEIs), de uma cidade do sudoeste do Paraná, resolveu-se compreender a práxis ludo-pedagógica de professoras da pré-escola. Inicialmente, visitaram-se todos os (treze) Centros e, em seguida, ministrou-se um curso para educadores dessas instituições. Durante sua realização, identificou-se que havia entre eles três concepções referentes ao brincar: dirigido, livre e mediado. Essas informações serviram como condução para este estudo. Posteriormente, analisaram-se em quatro CMEIs (denominados de cores): a concepção e a função das professoras no tocante ao brincar e brinquedoteca; como eram selecionados e adquiridos os brinquedos que compunham o acervo desse ambiente; e com o que e como as crianças brincavam em diferentes tempos e espaços dessas instituições. Realizaram-se as ações por meio de entrevistas semiestruturadas, questionários, observações e filmagem da prática lúdica das professoras. Na revisão teórica, verificou-se que a função lúdica do professor tem-se desenvolvido de forma muito tímida. Entretanto, as mudanças socioeconômicas que garantiram à criança o direito de frequentar uma instituição educacional, juntamente com o surgimento da brinquedoteca e de outras ideias para entretenimento que incentiva o consumo de brinquedos industrializados e tecnológicos requerem do professor a revisão de sua práxis. Os autores apresentados apontam que o ambiente educacional precisa fornecer às crianças e aos professores diversos materiais lúdicos, mas afirmam que mais importante do que os objetos é a interação criança-criança e criança-adulto. Winnicott e Piaget sustentam essa ideia e referem que as brincadeiras são significativas para as crianças, por isso os educadores necessitam compreender como ocorre o processo de desenvolvimento integral infantil a fim de favorecê-lo. Do primeiro autor utilizou-se a noção da mãe que pelo brincar insere a criança na sociedade. Do segundo autor fez-se uso da noção de que o jogo propicia o desenvolvimento da criança, que acontece pela interação com o meio. Nos CMEIs, constatou-se que o brincar dirigido ocorria na sala e na brinquedoteca e dependia das escolhas das professoras. No tocante ao brincar livre, acontecia somente no parque, onde elas apenas cuidavam das crianças. Quanto ao brincar mediado, resumia-se a pequenos atos isolados. Após análise das atividades, considera-se que a concepção das professoras acerca do brincar e da brinquedoteca está permeada de ideias empiristas. Para alterar esta situação faz-se necessário a revisão das atitudes bem como a mudança das políticas educacionais. / Abstract: This research has been resulted of a long where has been identified that many teachers presented some difficulties in understanding and giving assistance to the child playful interest and needs. In the light of this, and from the implementation of playrooms, since 2004, by the Education Department, at the child Municipal Centers, in a City the west of Parana, it has been decided to comprehend the teachers ludopedagogical practice of elementary school. At first it has been visited, all (thirteen) CMEIs (child Municipal Centers) and, following it has been taken a course to educators of such institutions. While the course, it has been identified three different conceptions about playing: led, free and mediated. These information helped as the master line of the study. Later, it has been analyzed the educators conception about playing and playrooms; how they have selected the toys that are part of the environment collection; what is the teacher's perception abut their duties related to the child playful activities, and how and what the children play with in different moments and spaces at the schools. Everything has been accomplished through semi-structured interviews, questionnaires, samplers and filming of teachers playful practices. On the theoretical review, it has been shown that the teacher entertaining functions have been developed in a very shy way. However, the social and economical changes that guarantee the child the right of attending an educational institution, along with the emergence of the playful and other ideas for leisure and entertainment which encourages the use of industrialized and technological toys and games demand from the teacher, the review of his practice. The authors indicate that the educational environment needs to provide the children and teaches several playful material, but they stand that more important than the objects is the interaction child-child-adult. Winnicott and Piaget support such idea and state that the games are very meaningful for the kids, that's why the educators need to understand how the child integral development process happen in order to help them. From the first author, it has been used the notion of the good enough mother who holds the needs of her child and through playing, is inserted in society. From the second author the use of notion that the games promote the child development, which happens through the interaction between the physical and social environment. It has been verified at the colored CMEIs (child Municipal Centers) that the led playing happened in the classroom and in the playroom and it was up the teachers choice. About the free playing, it happened only at the park, where they just take care of children without any interaction. Regarding to the mediated playing happened only in isolated moments. After analyzing the activities, it has been considered that the teachers conception about playing and the playroom is led mainly by the empiricist idea. To change the situation would be necessary a review of the attitudes, as well to change the educational government policies. / Doutorado / Psicologia Educacional / Doutora em Educação

This essay is about children's rooms and playrooms at museums. It is a study comparing and examining the envi-ronments of three museums. The museums and play-environments that have been examined are Sjöhistoriska museet with the playroom Blubb, Historiska museet with the playroom Arkeoteket and Upplandsmuseet with the playroom Lilla Kvarn. The selected museums are all located in larger citiesand have free admission. All muse-ums are historically oriented.The main methodsused in the thesis is observation and interviews. Interviewstook place with relevant mu-seum staff who were linked to the design and execution of the playroom. Observations were made on two occa-sions, one before and one after the interview. This was so information granted in the interview could be integrat-ed in thelater observation. Actor-network theory or ANT is the theoretical foundation in the work together with similar theoretical reasoning as knowledge theory. Literature relevant to the topic has also been used as discussion material.The purpose of the essay has been to highlight the importance of playroom at the museum. The questions under investigation were: Is playroom at museums part of the exhibition? To answer this,additional questions were added: What is the purpose of the room/ space? Who is the target audience? How is the space designed and on what grounds? Does the room have educational purposes? How does the room work in practice? The results of observation and interview have shown that playrooms are a way for museums to reachthe younger  visitors. Young visitors are often neglected in exhibitions. The playroom offers a break from the remaining exhibitions with the opportunity to play, learn but also rest.The examined museums have several similar themes as they approach in different ways. For example, a reading corner with place to rest. The overall theme has also been "escape from reality" where the playroom's themes have been underwater, underground and "the past". This is a two years master ́s thesis in Museum and Cultural Heritage Studies.

Despite of the growing body of multidisciplinary literature dealing with autism, encounters with a reality on the spectrum remains an under researched area. During my two years long fieldwork I discovered the controversial nature of being on the spectrum. To be on the spectrum is at the same time similar and different from the kind of situations in which any human being is entangled. This diploma thesis follows the process of formation of being on the spectrum situated in specific "playful" environment. It focuses on heterogeneous interactions among human and nonhuman agents. It follows multiple (a)symmetries that emerge in this process. The aim of the thesis is to introduce the reality on the spectrum in an innovative and processually situated way and making it a leverage of exploring the nature of the social. The ethnographic research took place in four "playrooms" and mapped the material practices of the alternative therapy Son-Rise. Through mirroring, the main therapeutic practice, boundaries of similarity/otherness where the other is emerging as an autist subject are continuously negotiated, generated and blurred. Becoming similar comprises of multiple practices, including assuming other (autistic) sensitivity and inventing similar (body) competencies. In addition, the diploma thesis discusses...

This diploma thesis focuses on the design of a new kindergarten building located on a slightly sloping plot in Dubňany, South Moravia. Functionally it is possible to divide the kindergarten into three parts - administration, education and technical facilities. There are two classes, each for 24 for children, a separate common room and a pottery class. The total capacity of the kindergarten is 48 children. It is designed as a single-storey building with a green flat roof and without a basement. It is based on concrete foundation strips. Loadbearing mansory is made of sand-lime blocks, partitions are made of sand-lime blocks and aerated concrete blocks, ceiling is made of prestressed hollow core slabs. The walls are insulated with a combination of contact thermal insulation system and ventilated facade with facade cladding of fibre-cement board and timber cladding. Atypical round windows were use as a fun detail for the both classrooms and the common room.

Throughout time man has discovered that the human form, in all its harmonious proportion, can be used as a guide, gauge and tool to design and build structures. However, the human figure has not been the only organic form used to create architecture. Many animals create dwellings that synchronize with not only their own unique physical characteristics and survival instincts, but with their aesthetic preferences as well. It is logical that a design should respond to its surroundings, program and most importantly, its inhabitants. This thesis design is for two specific occupants: the cat and the human. They are both meant to inhabit the building wholly and simultaneously. The way each of them experiences and uses the space, however, differs greatly. For a building to survive it needs many of the same things as living creatures: sunlight, air and movement, to name a few. It also needs to function like a living creature. It must breathe, sleep, respond to the changing seasons, and adapt over time. This thesis is an investigation of how both human and cat can dwell in a building of harmonious proportion, scale, light, and material. / Master of Architecture