Playfulness in children with autistic disorder and their typically developing peers

This study investigated the playfulness of 24 children with autistic disorder (AD) and 34 typically developing children aged 3-7 years, in free (unstructured) and adult-facilitated (structured) play conditions within a clinical play environment. Video recordings of play were rated using the Test of Playfulness (Bundy 2003). The data were analysed using repeated measures ANOVA and ANCOVA and qualitative observations. The children with AD were less playful compared with the typically developing children (F = 49.64, p < 0.001), even when developmental age was accounted for (F = 28.20, p < 0.001). Both groups of children were slightly more playful in a structured environment with adult facilitation (F = 7.72, p = 0.007). Despite statistically significant differences in playfulness between play conditions, considerable overlap in observations for both groups suggests that this may not be as clinically meaningful. When developmental age was accounted for, the play conditions no longer had a significant effect on playfulness (F = 1.54, p = 0.220). The implications of the findings and the limitations of the study are discussed

Crescimento e desempenho motor em pre-escolares de Itapira SP : um enfoque bio-social-cultural

Universidade Estadual de Campinas. Faculdade de Educação Física

Lazer nos acampamentos de ferias : uma analise da ação dos animadores socio-culturais

Universidade Estadual de Campinas. Faculdade de Educação Física

Natação para crianças portadoras de deficiencia visual : uma proposta de ensino

Universidade Estadual de Campinas. Faculdade de Educação Física

Gestos nos cantos da Lagoa Azul : crianças brincantes produtoras de cultura

Universidade Estadual de Campinas . Faculdade de Educação Física

O sentido de ser educadora das/ nas brinquedotecas do hospital infantil de Vitória/ ES: um estudo a partir dos conceitos de experiência, narrativa e cuidado

O ato de brincar tem sido considerado como vital à saúde mental, emocional, física e intelectual do ser humano. Todos esses elementos são vividos no brincar de modo indissociado. A brinquedoteca Hospitalar possibilita melhores condições para a recuperação da criança internada, minimizando situações traumatizantes e tornando a sua estadia no hospital mais alegre. Este trabalho propõe um estudo de inspiração fenomenológico existencial OBJETIVANDO: desvelar - o sentido de ser educadora nas brinquedotecas do Hospital Infantil de Vitória/ ES, focando as experiências delas narradas e cuidadosamente vividas (e ou experienciadas) nos modos subjetivos delas serem no mundo objetivo, vivências que serão narradas por elas nesse espaço-tempo de ludicidade que se presta à Pedagogia Hospitalar nas suas vertentes de atendimentos escolares (Educação Especial numa perspectiva inclusiva) e não-escolares donde a Pedagogia hospitalar compõe um ramo da Pedagogia Social, oferecendo assim atendimentos às crianças e jovens especialmente, mas não só (podendo abarcar adultos e idosos). MARCO TEÓRICO: o termo teórico central do nosso marco teórico é Cuidado (SORGE), como em BOFF (2012) e WALDOW(1993; 1998; 2006) e Experiência em PINEL (2004;2006) de ser (ter sido) de alguma forma criadora desse espaço-tempo de brincar ( e de estudar) no hospital, confabulando tanto uma Educação Não Escolar (Pedagogia Social) e Escolar (Pedagogia Escolar). A angústia de ser educadora das brinquedotecas pareceu-nos que se constituirá em uma característica imprescindível para a compreensão da sua existência do ser no ofício, bem como sua interação consigo mesmo, com o outro e com o mundo das Brinquedotecas Hospitalares. Entendemos os sentidos da alegria, calma e alegria, coragem e profissionalismo, transform(ação), direito e escolaridade e humanização e dor como elementos que compuseram o complexo mosaico de Cuidado (Sorge) – próprios daquele que se propõe cuidar de si, do outro e das coisas do mundo pelo viés de cuidar.

Intervenção centrada no brincar: um estudo de caso em criança institucionalizada

Dentro dos vários processos de Intervenção Precoce, elegemos o brincar, enquanto ato sempre presente na criança. Na revisão de literatura verifica-se uma quase inexistência de estudos de Intervenções centradas no jogo em crianças institucionalizadas desde os 0 anos. Assim, partimos de duas questões fulcrais: quais os riscos associados à institucionalização prolongada e precoce, e de que modo o jogo e o brincar potenciam o desenvolvimento e a aprendizagem da criança em risco biológico e sociocultural. O presente estudo tem como objetivo promover, através de um estudo de caso, a relação do lúdico com o desenvolvimento e a aprendizagem, imprescindíveis numa criança em situação de institucionalização. Partimos da problemática da institucionalização infantil, expondo os diversos trabalhos apresentados pela revisão bibliográfica relativamente aos riscos associados à condição de institucionalização. Os diversos estudos sublinham que, efetivamente, não será a única solução para as crianças em risco, apontando para a legislação atual que prevê o acolhimento familiar como solução viável e mais ajustada às necessidades das crianças. Apresentamos ainda a teoria do desenvolvimento de Vygotsky como fundamento teórico-prático deste trabalho de intervenção centrada no brincar.

Desenvolvimento de competências digitais nos internos da Associação Assistencial Amigos do Amanhã

A presente pesquisa tem por objetivo investigar mediante observações e entrevistas as consequências da implantação de uma política inclusiva, utilizando-se de tecnologias de informação e comunicação (TIC) em uma associação assistencial. Possibilitando, através da disponibilização de computadores e programas educativos, observar o desenvolvimento do sujeito portador de condições cognitivas desfavoráveis em função de problemas associados a fatores físicos e socioeconômicos. Buscou-se com este trabalho, através de uma abordagem qualitativa de natureza aplicada, analisar quais elementos determinantes de boa absorção de conteúdos e desenvolvimento de competências estão suscetíveis a entraves, verificando-se o quanto do fator motivacional pode estar envolvido no processo, identificando formas de se trabalhar a retenção e participação dos internos da instituição. A diversidade de anseios e expectativas associadas às condições cognitivas de cada participante foi determinante para acarear as representações de grupos distintos em suas particularidades, onde cada indivíduo apresentava uma resposta diferente aos estímulos apresentados durante o processo de exposição do material educacional. Concluiu-se que a política de inclusão digital objetivando minimizar os efeitos da marginalização de um contingente esquecido pela sociedade, tem de estabelecer critérios de continuidade e diversificação, onde, além de perseguir resultados voltados ao desenvolvimento de competências, deve possibilitar momentos de ludicidade para todos os internos em associações assistenciais.

A multiaplicabilidade do lúdico na aula de ELE: da motivação à aprendizagem

Relatório de estágio de mestrado em Ensino de Português no 3º Ciclo do Ensino Básico e Secundário e de Espanhol nos Ensinos Básico e Secundário

Development and validation of an instrument for evaluating the ludicity of games in health education

Abstract OBJECTIVE Developing and validating an instrument to evaluate the playfulness of games in health education contexts. METHODOLOGY A methodological, exploratory and descriptive research, developed in two stages: 1. Application of an open questionnaire to 50 graduate students, with content analysis of the answers and calculation of Kappa coefficient for defining items; 2. Procedures for construction of scales, with content validation by judges and analysis of the consensus estimate byContent Validity Index(CVI). RESULTS 53 items regarding the restless character of the games in the dimensions of playfulness, the formative components of learning and the profiles of the players. CONCLUSION Ludicity can be assessed by validated items related to the degree of involvement, immersion and reinvention of the subjects in the game along with the dynamics and playability of the game.

Research in the clinical setting : a qualitative study of the value of play research in the continuing education of occupational therapists.

Occupational therapists have always recognized playas an important part of a child's life. However, until recently play has been viewed as a medium for reaching treatment goals, rather than as an activity that is valuable in and of itself. If occupational therapists think of playas the primary activity or occupation of childhood, then play should be a very important area of focus for paediatric clinicians. In order to assist children to become as independent as possible with play and to have fulfilling play experiences the occupational therapist needs to have a clear understanding of how to assess, set goals which lead towards competence in play, and promote play. Recent play literature has placed importance on play behaviours and looking at the relationship between the child and both the human and nonhuman environment. Believing that play and playfulness can and should be promoted, for children with physical disabilities, requires that therapists learn new assessment and intervention strategies. A new assessment tool, The Test of Playfulness, was developed by Bundy in 1994. It addressed play behaviours and environmental influences. The author, a co-investigator and eight occupational therapists were involved in a playfulness study using this test to compare the playfulness of children with physical disabilities with their able-bodied peers. After the study was completed the author questioned whether or not involvement in the playfulness study was enough of a change agent to bring about transformative learning in order to further the eight occupational therapists' education about play.This study investigated changes in either the therapists' thinking about play or their behaviour in their clinical practice. The study also examined the participants' retention of knowledge about the Test of Playfulness. The eight therapists who had been involved in the playfulness study (participants) were matched with eight therapists who had not been involved (nonparticipants). The therapists were interviewed 9 to 12 months after completion of the playfulness study. They were asked to describe various scenarios of play and open ended prompts were used to elicit the therapists' perceptions of play, good play, the role or value of play, environmental and gender influences on play, play assessment and intervention, and play research, for children with and without disabilities. The participants were also prompted to discuss their experience with the playfulness study. A self-report questionnaire was also completed at the end of the interview. The results of the study demonstrated that: (a) the play research project was a good format for continuing the participants' education about play; (b) their thinking had changed about play; (c) according to self report, they had used this new knowledge in their clinical practice; and (d) the participants remembered the items on the Test of Playfulness and could use them in describing various aspects of play. This study found that participating in a play research project had been an effective method of professional development. It also highlighted the need for increased awareness of the recent literature on play and the developing role of the occupational therapist in the assessment and intervention of play.

Research in the clinical setting : a qualitative study of the value of play research in the continuing education of occupational therapists.

Occupational therapists have always recognized playas an important part of a child's life. However, until recently play has been viewed as a medium for reaching treatment goals, rather than as an activity that is valuable in and of itself. If occupational therapists think of playas the primary activity or occupation of childhood, then play should be a very important area of focus for paediatric clinicians. In order to assist children to become as independent as possible with play and to have fulfilling play experiences the occupational therapist needs to have a clear understanding of how to assess, set goals which lead towards competence in play, and promote play. Recent play literature has placed importance on play behaviours and looking at the relationship between the child and both the human and nonhuman environment. Believing that play and playfulness can and should be promoted, for children with physical disabilities, requires that therapists learn new assessment and intervention strategies. A new assessment tool, The Test of Playfulness, was developed by Bundy in 1994. It addressed play behaviours and environmental influences. The author, a co-investigator and eight occupational therapists were involved in a playfulness study using this test to compare the playfulness of children with physical disabilities with their able-bodied peers. After the study was completed the author questioned whether or not involvement in the playfulness study was enough of a change agent to bring about transformative learning in order to further the eight occupational therapists' education about play.

Le rapport geste-son en musique électroacoustique

La version intégrale de ce mémoire est disponible uniquement pour consultation individuelle à la Bibliothèque de musique de l’Université de Montréal (www.bib.umontreal.ca/MU).