The Stanford-Binet: Fourth Edition represents a new dimension in intelligence testing from the traditional Binet Scales. Based on a 3 level hierarchical model this represents a significant departure from the age scale format of previous revisions. Several abbreviated batteries are suggested. This study uses the "Quick Screening Battery" consisting of four subtests (Vocabulary, Quantitative, Pattern Analysis, and Bead Memory). Results are presented as Standard Age scores (SAS) for fifteen subtests in four Areas (Verbal Reasoning, Quantitative Reasoning, Abstract/Visual Reasoning and Short-term Memory), and the global 'g' Test Composite score. Thirty kindergarten children randomly assigned to two groups took both the Stanford-Binet: Fourth Edition and the Stanford-Binet: Form L/M in a counter balanced design. Nine hypotheses and one question are discussed. Statistical calculations for data analysis were arrived at through SPSSX/PC V2.0 (Noursis 1988). Correlations between Form L/M IQ and the Test Composite (r = .72), Verbal Reasoning (r = .71) and Abstract/Visual Reasoning (r = .41) reached significance at 0.05 or better. Other correlations showed similar trends as that found in the literature. The study gives promise for the "Quick Screening Battery" as a tool for screening young children.

Primary Angle Closure Glaucoma (PACG) is a worldwide leading cause of irreversible blindness much more prevalent in Asia than in European-derived populations. Patterns of ethnic differences may account for prevalence variation of the disease. Recent papers have reported a predicted rise in European-derived populations. Ocular risks associated with PAC(G) include an axially small, hypermetropic eye with a large lens. Potentially, there are patients in the UK with 'at risk' ocular biometrics predisposing them to PAC(G). Biometric disparities between ethnicities infer morphological variation of PAC(G).The morphology of PAC(G) can be evaluated using ultrasound biomicroscopy (UBM) and the development of a novel linear probe has enhanced its clinical utility. UBM allows quantitative analysis of the anterior chamber, however, there are inherent difficulties in identifying the landmark scleral spur. Qualitative image analyses are urgently required to assess the morphology of closure. Clinical grading scales (CGS) have been successful in other areas within ophthalmology; their application to PAC(G) is investigated within this thesis. The specific aims of the thesis are to: a) examine biometric differences between Caucasian & Chinese patients with PAC(G); b) describe the development of a series of CGS for PAC(G) and c) validate the CGS.Biometric differences between Chinese and Caucasian sample populations exist. The Caucasian cohort exhibit typical biometric findings associated with PAC(G): significantly smaller eyes, shallower anterior chambers, larger lenses, and a significantly shorter vitreous depth, when compared to Chinese counterparts. Biometric differences lend support to variation of PAC(G) mechanisms between ethnicities. A series of clinical CGS were developed using a 'consensus' based approach. The results: utilize psychometric techniques to evaluate inter-observer error; analyse intra-observer agreement by visualising concordance; target pruning to eliminate inter-observer confusion when constructing the CGS. A new custom-made software was developed to evaluate the performance of the CGS. The results show good intra- and inter- observer repeatability to characterise the morphology of closure. This is the first study describing a comprehensive method to construct and validate CGS in PAC(G). These can be used to evaluate the morphology of closure and in the future assess the fidelity of PAC(G) management.

Weigh-in-Motion (WIM) systems have improved the process of collecting data from heavy vehicles on the U.S. highway system and enforcing the laws that govern vehicle weights. The benefits of WIM are reaped by everyone from highway designers and voernments officials, to truck drivers and transportation industry owners. The data collected by WIM devices is essential for proper pavement design, developing pavement management systems, weight enforcement strategies, modeling traffic improvement projects, and predicting load-related distresses and performance. While WIM offers many advantages over its alternative, static weighing, the technology is limited by problems associated with the accuracy of its measurements. Weigh-in-Motion systems that lack accuracy require vehicles to travel slower and can result in higher queues, longer delays, and potential hazards. For these reasons, WIM system performance must be improved in order to adequately serve its purpose. In order to evaluate WIM system performance and determine what vehicle characteristics have the most affect on it, two systems in the Commonwealth of Virginia were evaluated. The first system was an in-service WIM system at the Troutsville weigh station on I-81. The Troutsville station had bending plate WIM scales located in both the northbound and southbound directions. The second system in a newly developed WIM system manufactured by Omni Weight Corporation (OWC) and was installed at the Virginia Smart Road for evaluation. The OWC scale is a completely sealed and buried system that has ten strain gauge sensors in its interior. Evaluation of both scales was performed by conducting a number of test runs under varying load conditions. Testing at Troutsville was performed using four different test vehicles with multiple loads on each. Variation in load was achieved by loading the test vehicles with various numbers of concrete Jersey Walls. Testing on the OWC scale was performed using only two test vehicles while varying the speed, load, tire pressure, and direction of travel over the scale. The study showed that the scales at the Troutsville weigh station yielded 10% error or less on only 77% of the tests, not complying with the required 95% set forth by ASTM E-1318. In comparison, using the manufacturer's processed data for the OWC scale yielded only 18% of its tests with 10% error or less, far below the ASTM standard. A model was developed to re-calculate the axle weights using the raw sensor data from the OWC scale; and an evaluation of the accuracy of this data showed that the OWC scale performed much better. While compliance with the ASTM standards was still not achieved, it rose from 18% to 71% of the tests having 10% error or less. Repeatability of the Troutsville scales and OWC scales was found to be comparable. / Master of Science

This study involves an examination of the neurocognitive correlates of subscales of the Conners' Rating Scale - Revised (CRS-R), an ADHD behavioral rating form, in both a child (n=72) and an adolescent (n=49) sample. While both behavioral rating forms and neuropsychological measures are commonly employed in pediatric clinical evaluations, these two forms of assessment do not generally converge as expected. The purpose of the current research was to examine and compare the abilities of intellectual, academic, attentional, and executive skills to account for variance in parent and teacher ratings of behavior across two pediatric age groups in a clinical setting. Additionally, the study compared the relationships between behavioral ratings and cognition in children versus adolescents. The study found parent and teacher ratings of cognitive problems and inattention to be better accounted for by general cognitive ability than by attention and executive skills in children. Conversely, ratings of child hyperactivity, as completed by both parents and teachers, were better explained by attention and executive skills. General cognitive and academic abilities best accounted for parent ratings of overall ADHD likelihood, whereas teacher ratings of ADHD likelihood were equally accounted for by general cognitive abilities and attentional and executive skills. Neither general cognitive and academic abilities nor attention and executive skills accounted for a significant proportion of the variance in the adolescent sample. Furthermore, results showed that the variance in parent and teacher ratings of behavior was significantly accounted for by neurocognitive test performance across ratings subscales for child, but not adolescent clients. Overall, the results suggest that ADHD behavioral rating form accuracy varies according to subscale, informant, and age group. In child clients, ADHD behavioral ratings converged with theoretically associated cognitive abilities for subscales assessing hyperactive, but not inattentive behaviors. Both parent and teacher informants appear to take children's overall cognitive and academic abilities into consideration more so than attentional and executive skills when rating inattentive behaviors. This suggests either rating form or informant inaccuracy in identifying specific problems in attention and organization. Parents, in particular, appear to be relatively poorer raters of child behavior than teachers as only teacher ratings of overall ADHD likelihood were accounted for by attentional and executive skills. Parent and teacher ratings of behavior appear to be of questionable accuracy across ADHD related behaviors in the assessment of adolescents. As behavioral ratings were not related to cognition in the 11-17-year-old sample, ADHD behavioral rating forms appear to demonstrate poor convergent validity in adolescents. The finding that ratings of behavior were significantly related to cognition in children, but not in adolescents, suggests the presence of age-dependent differences in the presentation of ADHD symptoms or the accuracy of assessment tools between children and adolescents. Clinicians are encouraged to use caution when interpreting ratings of adolescent ADHD behavior and ratings of child inattentive behavior, as these scales may often not assess their purported constructs.

Cross-cultural factors affect the cognitive processes engaged in by subjects to respond to rating scales. By using a sequential explanatory strategy of mixed-method research design, this study investigates four cultural groups in the software industry (n=92) - Israelis, Latinos, Romanians, and Americans - to investigate cultural effects on the thought processes used by respondents performing selected verbal (ordinal) and numeric (interval) scales. Cluster analysis of the qualitative data identified four main response styles used by subjects – Extremes, Midpoint, Range, and Refiners. While the clusters did not differ in their demographics, when evaluating their cognitive processes against the theory of Tourangeau, Rips, and Rasinski (2000), clusters used different cognitive processes. Specifically, Refiners and Midpoint were more likely to adjust their responses during the Judgment stage before responding. The findings of this research identified that values as acquired through life experience (i.e., leadership position) and demographics (i.e., gender, age, and educational level) rather than basic culture play a key role in the cognitive processes used by subjects to respond to scales. These factors affected scale preference, response style, cognitive processes, and even generated sentiments and emotions. Focusing on cultural values rather than cultural practices is a key need to yield valid survey results. While some of the subjects are oblivious to the cultural effects discussed in this study, those effects have theoretical and practical implications for surveys conducted by multi-national organizations and business leaders. Furthermore, identifying and handling cross-cultural differences described in this study can be used to train leaders in cross-cultural environments.

The use of psychological testing in child custody assessments has become more common and important as psychologists are increasingly used as expert witnesses in contested child custody and visitation cases. Currently, the MMPI-2 is the most commonly used psychological test in child custody cases, but there is no research indicating which version of the measure (K-corrected, non-K-corrected, or the RC scales) provides the most accurate picture of the custody litigant in terms of substantial correlations with external variables. This study represents the first examination of the convergent, discriminant, and incremental validity of the MMPI-2 K-corrected Basic Clinical Scales, the MMPI-2 non-K-corrected Basic Clinical Scales, and the RC scales in a sample of (n = 196) custody litigants from the Mid-Atlantic region of the United States. Results indicated that all three sets of scales showed some evidence of convergent validity and discriminant validity with external criteria, with gender differences shown in correlate patterns. Additionally, results indicated that none of the three versions demonstrated incremental validity relative to the other versions. There were several limitations of the study including the use of dichotomous, self-report external correlate variables, the simultaneous collection of both predictor and outcome variables, and potentially limited generalizability of the data.

A proposta deste estudo foi determinar se as escalas visual analógica (VAS) e CR10 (Category-Ratio) de Borg são eficientes para avaliar o esforço geral percebido em um teste de exercício físico dinâmico contínuo. A amostra foi composta por 20 participantes do sexo masculino, com idade entre 18 e 29 anos, universitários, saudáveis, sedentários e que apresentavam valores ergoespirométricos compatíveis com a normalidade (Consenso Brasileiro de Ergometria). Os participantes realizaram o protocolo do teste de exercício físico dinâmico contínuo do tipo rampa (TEFDC-R) em um cicloergômetro eletromagnético à 60 rpm, juntamente com a aplicação das escalas psicofísicas escolhidas. A freqüência do esforço na presença do exercício foi induzida através do aumento da complexidade e da resistência, com a utilização do teste já mencionado. Para a análise dos dados foi utilizada análise psicofísica e estatística paramétrica por meio da correlação de Pearson, regressão linear e teste t de Student. Foram encontradas correlações estatisticamente significativas (p<0,05) entre as escalas (r=0,97), as escalas em função do consumo de oxigênio (CR10: r=0,90; VAS: r=0,90) e em função da freqüência cardíaca (CR10: r=0,89; VAS: r=0,91). Foram encontrados também julgamentos precisos independente da escala utilizada (n=0,99; r2=0,998). Estes resultados sugerem que as magnitudes físicas das escalas VAS e CR10 de Borg são altamente correlacionadas. Além disso, em ambas as escalas, o aumento da potência, da freqüência cardíaca e do consumo de oxigênio corresponderam ao aumento das estimativas subjetivas dos participantes em relação ao esforço físico. Isto pode indicar uma boa interação entre as diferentes variáveis atuantes durante o exercício físico dinâmico contínuo. / The purpose of this study was to determine if the visual analogue and Borg´s CR10 (Category-Ratio) scales are efficient for assessment of the perceived general exertion in a continuous dynamic physical exercise test. The sample was composed of 20 healthy male university students, with ages ranging from 18 to 29, sedentary and presenting compatible spirometric values with normality (Brazilian Consensus on Ergometry). The subjects filled out the protocol of the ramp continuous dynamic physical exercise test (RCDPET) using an electrically braked cycle ergometer at a pace of 60 rpm, with the application of the psychophysical scales. The frequency of the effort during the exercise was induced through the increase of the complexity and the resistance, using the test already mentioned. For the data analysis psychophysics analysis and parametric statistics were used, through the Pearson correlation, linear regression and Student-t test. A clear linear correlation was found between the scales (r=0,97, p<0,05), the scales and oxygen uptake (CR10: r=0,90; VAS: r=0,90) and heart rate values (CR10: r=0,89; VAS: r=0,91). Precise assessment were also found irrespective from the scale used (n=0,99; r2=0,99). These results suggest that the physical magnitudes of VAS and Borg´s CR10 scales are highly correlated. Moreover, in both scales, the increase of the power, the heart rate and the oxygen uptaken corresponds to the increase of the subjective estimations of the participants in relation to the physical effort. These may indicate a clear interaction between the different variable present during the continuous dynamic physical exercise test.

A proposta deste estudo foi determinar se as escalas visual analógica (VAS) e CR10 (Category-Ratio) de Borg são eficientes para avaliar o esforço geral percebido em um teste de exercício físico dinâmico contínuo. A amostra foi composta por 20 participantes do sexo masculino, com idade entre 18 e 29 anos, universitários, saudáveis, sedentários e que apresentavam valores ergoespirométricos compatíveis com a normalidade (Consenso Brasileiro de Ergometria). Os participantes realizaram o protocolo do teste de exercício físico dinâmico contínuo do tipo rampa (TEFDC-R) em um cicloergômetro eletromagnético à 60 rpm, juntamente com a aplicação das escalas psicofísicas escolhidas. A freqüência do esforço na presença do exercício foi induzida através do aumento da complexidade e da resistência, com a utilização do teste já mencionado. Para a análise dos dados foi utilizada análise psicofísica e estatística paramétrica por meio da correlação de Pearson, regressão linear e teste t de Student. Foram encontradas correlações estatisticamente significativas (p<0,05) entre as escalas (r=0,97), as escalas em função do consumo de oxigênio (CR10: r=0,90; VAS: r=0,90) e em função da freqüência cardíaca (CR10: r=0,89; VAS: r=0,91). Foram encontrados também julgamentos precisos independente da escala utilizada (n=0,99; r2=0,998). Estes resultados sugerem que as magnitudes físicas das escalas VAS e CR10 de Borg são altamente correlacionadas. Além disso, em ambas as escalas, o aumento da potência, da freqüência cardíaca e do consumo de oxigênio corresponderam ao aumento das estimativas subjetivas dos participantes em relação ao esforço físico. Isto pode indicar uma boa interação entre as diferentes variáveis atuantes durante o exercício físico dinâmico contínuo. / The purpose of this study was to determine if the visual analogue and Borg´s CR10 (Category-Ratio) scales are efficient for assessment of the perceived general exertion in a continuous dynamic physical exercise test. The sample was composed of 20 healthy male university students, with ages ranging from 18 to 29, sedentary and presenting compatible spirometric values with normality (Brazilian Consensus on Ergometry). The subjects filled out the protocol of the ramp continuous dynamic physical exercise test (RCDPET) using an electrically braked cycle ergometer at a pace of 60 rpm, with the application of the psychophysical scales. The frequency of the effort during the exercise was induced through the increase of the complexity and the resistance, using the test already mentioned. For the data analysis psychophysics analysis and parametric statistics were used, through the Pearson correlation, linear regression and Student-t test. A clear linear correlation was found between the scales (r=0,97, p<0,05), the scales and oxygen uptake (CR10: r=0,90; VAS: r=0,90) and heart rate values (CR10: r=0,89; VAS: r=0,91). Precise assessment were also found irrespective from the scale used (n=0,99; r2=0,99). These results suggest that the physical magnitudes of VAS and Borg´s CR10 scales are highly correlated. Moreover, in both scales, the increase of the power, the heart rate and the oxygen uptaken corresponds to the increase of the subjective estimations of the participants in relation to the physical effort. These may indicate a clear interaction between the different variable present during the continuous dynamic physical exercise test.

O Transtorno de Ansiedade Social (TAS) é caracterizado pelo medo acentuado ou persistente de situações nas quais o individuo poderia sentir vergonha, levando ao comportamento de esquiva fóbica. Contudo, ainda é pouco diagnosticado, devido às dificuldades em perceber suas características como sintomas. Desse modo, a validação de instrumentos para rastreamento do TAS são de grande importância para auxiliar no diagnóstico e conduta. Dentre os instrumentos disponíveis na literatura, a Escala de Ansiedade Social de Liebowitz (LSAS) tem sido a mais utilizada mundialmente, seja em situações clínicas ou de pesquisa, porém para uso no contexto brasileiro, este instrumento não foi consistentemente validado. Assim, o objetivo deste estudo é aferir as qualidades psicométricas de validade (concorrente, divergente e discriminativa) e fidedignidade da LSAS-SR, traduzida para o português do Brasil, em sua versão auto-aplicada, em uma amostra de universitários da população geral (N=413) e em uma amostra clínica de TAS (N=252). Para tanto, foram coletados dados com universitários de duas instituições do interior do estado de São Paulo. Foram utilizados instrumentos para avaliação específica do TAS e de seus subtipos e outros para avaliação de constructos correlacionados ao TAS, tais como, ansiedade geral, prejuízos funcionais, depressão e abuso de álcool, além da LSAS-SR e um questionário de identificação. A LSAS-SR apresentou excelente consistência interna (=0,90-0,96). A validade convergente com escalas específicas para avaliação do TAS apresentou correlações que variam de 0,33 a 0,84. Com a escala que avalia aspectos específicos do TAS (falar em púbico) as correlações foram fracas e pouco significativas, sendo que com a escala de ansiedade geral esses valores foram de 0,21 a 0,57, classificada como fraca a moderada. Apresentou correlações moderadas, na maioria dos casos, com construtos correlacionados, tais quais depressão (0,36-0,52) e prejuízo funcional (0,30-0,72). Foi observada também adequada capacidade de discriminação da escala no que tange a diferenciação casos e não-casos (S=0,96, E=0,80). Na análise fatorial exploratória apontou inicialmente uma solução de 12 fatores. Testaram-se também soluções de três, quatro e cinco fatores, sendo que os mesmos foram compostos por agrupamentos de itens diferentes dos estudos prévios. A análise fatorial confirmatória também não replicou os achados prévios, sinalizando, tal como encontrado na literatura, a dificuldade em conseguir-se uma estrutura fatorial de consenso, comum às diversas culturas nas quais o instrumento foi estudado. Para avaliação da fidedignidade teste-reteste, foi calculado o Coeficiente de Correlação Intraclasse (0,81) e de Pearson (0,82) os quais mostram-se satisfatórios. Os presentes achados vão ao encontro de estudos internacionais que certificam às excelentes qualidades psicométricas da LSAS-SR. / Social Anxiety Disorder (SAD) is characterized by the sharp or persistent fear of situations in which the individual could feel shame, leading to a behavior of phobic avoidance. However, it is still little diagnosed, due to the difficulty in recognizing its characteristics as symptoms. Therefore, the validation of instruments to screening SAD is highly important to help in the diagnosis and treatment. Among the instruments available in the literature, Liebowitz Social Anxiety Scale (LSAS) has been the most used worldwide, being in clinical or of research situations. However, in the Brazilian context the use of this instrument has not been consistently validated. Thus, the objective of this study is to verify the psychometric qualities of validity (convergent, divergent and discriminant) and reliability of LSAS-SR, translated into Portuguese, in its self-reported version, in a sample of university students from the general population (N = 413) and in a clinical sample of SAD (N = 252). For this purpose, data from university students of two institutions of the interior of the state of São Paulo were collected. They used instruments for specific evaluation of SAD and of their subtypes and others for evaluation of constructs correlated to SAD, such as general anxiety, functional impairment, depression and alcohol abuse in addition to LSAR-SR and an identification questionnaire. LSAS-SR showed excellent internal consistency (=0.90-0.96). The convergent validity with specific scales for the SAD assessment presented correlations that ranged from 0.33 to 0.84. With the scale that evaluates specific aspects of the SAD (to speak in public) the correlations were weak and insignificant and with the general scale of anxiety these values ranged from 0.21 to 0.57, being classified as weak to moderate. It presented moderate correlations, in most cases, with correlated constructs, such as depression (0.36 0.52) and functional impairment (0.30 0.72). It was also observed adequate capacity of discrimination of the scale concerning the differentiation between cases and non-cases (S=0.96, E=0.80). Initially, the exploratory factorial analysis pointed the solution of 12 factors. The models with three, four and five factors were tested too, howsoever they were composed of clusters of different items compared with the original studies. The confirmatory factorial analysis did not replicate previous findings, signaling, as found in the literature, the difficulty in getting a factorial structure of consensus, common to several cultures where the instrument was studied. For the evaluation of test-retest reliability the Interclass Correlation (0.81) and the Pearson (0.82) Coefficients were calculated. Both demonstrated to be satisfactory. The present findings are aligned with international studies that certify the excellent psychometric qualities of LSAS-SR.

O presente trabalho na área de Psicologia e Educação tem como objeto de estudo práticas de mediação de uma professora em conjunto com a pesquisadora, visando melhorar o envolvimento das crianças durante as atividades. O campo de investigação é a educação infantil de uma EMEI na cidade de São Paulo. Os sujeitos da pesquisa são crianças de 4 e 5 anos e a professora da turma. O estudo enquadra-se na modalidade de pesquisa educacional, que discute prática de melhor qualidade, sustentadas nos saberes praxiológicos, tendo como pressupostos a educação democrática, que acredita na criança como ator social, atuante em seu processo de aprendizagem, subsidiada por uma pedagogia para a criança participativa. A pesquisa adotou uma concepção de educação com base na experiência que requer um currículo para a criança participativa sustentada por Dewey (1959a, 1959b, 1973, 1976). A prática pedagógica concebe a mediação como eixo de aprendizagem baseado em Vygotski (1978, 1995, 1999) e a brincadeira na educação infantil como possibilidade de aprendizagem. A metodologia baseou-se no paradigma qualitativo e na utilização de um estudo de caso com o uso de pesquisa-ação, observando as orientações de Elliott (2000a, 2000b), Kemmis e Smith (2008) e Máximo-Esteves (2008), o que exigiu um compromisso ético e uma investigação colaborativa entre a pesquisadora e a professora. O tempo estendido por mais dois anos (2010 e 2011) possibilitou mudanças da práxis pedagógica. Como ferramenta para a coleta de dados, foram utilizadas na investigação a escala criança-alvo (Target), nos itens correspondentes ao envolvimento da criança e suas interações, e a escala de empenho do adulto (LAEVERS, 1994; PASCAL; BERTRAM, 1999). Durante a análise, pesquisadora e professora realizaram planejamentos e avaliaram conjuntamente as ações. Para a triangulação de dados, foram utilizadas as vozes das crianças, da professora, da pesquisadora e dos pais dos alunos. Os resultados estão divididos em três eixos de discussões, baseados na teoria de Lev S. Vygotski, tendo sido analisadas as práticas de mediações entre sujeitos, signos e instrumentos. Assim, as mediações foram discutidas em parceria estabelecida entre a professora e a pesquisadora, no sentido de possibilitarem um envolvimento mais significativo da criança na organização de um ambiente com materiais diversificados, por meio da utilização de signos e da interação de parceiros mais experientes. As ações colaborativas de empenho do adulto favoreceram o interesse das crianças, possibilitando a vivência de experiências em plenitude na participação do contexto educativo. / The work in the field of Psychology and Education has as its object of study, practices mediation of a teacher in conjunction with the researcher to improve the involvement of children during activities. The field of research is in early childhood education in a EMEI in São Paulo. The research subjects are 4-5 years old children and the teacher. The study fits in the educational research modality which discusses practice of best quality, sustained by the praxeological knowledge, having as assumptions, the democratic education that believes in the child as a social actor, who participates in the learning process, supported by pedagogy for the participative child. The research adopted a concept of education based on an experience that requires a curriculum for the participative child sustained by Dewey (1959a, 1959b, 1973, 1976). The pedagogical practice conceives the mediation as the axis of learning based on Vygotsky (1978, 1995, 1999) and the prank in early childhood education as possibilities of learning. The methodology was based on the qualitative paradigm, in the use of a case study using action research, observing the guidelines of Elliott (2000a, 2000b), Kemmis and Smith (2008) and Maximo-Esteves (2008), in which an ethical commitment and a collaborative investigation between the researcher and the teacher is required. The length of time longer than two years (2010 and 2011) allowed changes of pedagogical praxis. As a tool for data collection, the child scale target (Target) was used in the investigation, in the corresponding items to the involvement of children and in their interactions and the scale of commitment of adult was also used (LAEVERS, 1994; PASCAL; BERTRAM 1999). During the investigation, the researcher and the teacher performed planning and jointly assessed the actions. For the triangulation of data was used the voices of the children, the teacher, the researcher and the parents. The results are divided into three areas of discussion, based on the theory of Lev Vygotsky, in which we analyzed the practices of mediation between subjects, signs and instruments. Thus, the mediations were discussed in a partnership between the teacher and researcher in the sense of allowing greater involvement of the child in organizing an environment with diverse materials, through the use of signs and the interaction of more experienced partners. The actions of collaborative effort made by the adults favored the interests of children, enabling a full experience concerning the participation in the educational context.