Banca de DEFESA: AVANY RODRIGUES TEIXEIRA DOS SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : AVANY RODRIGUES TEIXEIRA DOS SANTOS
DATE: 11/09/2024
TIME: 14:30
LOCAL: Sala AT 44/10 + https://meet.google.com/zzy-zcvf-zet
TITLE:

Early Childhood Education children’s narratives about pretend play

KEY WORDS:

child, imagination, pretend play, Early Childhood Education, triadic relationships.

PAGES: 195
BIG AREA: Ciências Humanas
AREA: Psicologia
SUMMARY:

Imagination experienced through pretend play a central role in child development in the early years of life, especially during the Early Childhood Education cycle. Although there are valuable contributions from classic theoretical approaches and contemporary authors on this subject, the number o f studies that consider children's perspectives on the process of play itself, linked to the development of imagination, is still incipient. Much research has been done on the role of play in Early Childhood Education, but little has been heard from children about how they experience and understand this process. Therefore, this study aimed to analyze children's narratives about the process of imagining in play situations in contexts of triadic relationships in Early Childhood Education. The research was qualitative and based on the perspective of Historical-Cultural Psychology and Pragmatic Object Theory, with microgenetic analysis. The study was carried out in a Partner Educational Institution of the Federal District's Secretary of State for Education - IEP-SEEDF, which offers Early Childhood Education. 15 children aged between 3 and 4 and the class teacher took part. The following instruments were used as procedures for constructing the information: two sessions of free observations in the context of the school routine, in which the researcher recorded through a field diary; three meetings of systematic observations in contexts of triadic relationships, recorded through video recordings; one meeting of a focus group in a context of triadic relationships, recorded through audio and video recordings. The methodological path was organized based on the consideration of significant information from the field diary notes, the transcriptions and analysis of significant clippings from the video recordings of the systematic observations, and the video and audio recordings of the focus group with a focus on triadic relationships (child-teacher/children-objects). The results show that from the children's perspective, play takes place as the fruition of the imagination in the most diverse times and spaces of Early Childhood Education, highlighting the importance of language, the teacher's mediation and access to everyday objects for the realization of their imaginary creations, and that in this process of teacher mediation there is a playful partnership with intentionality and responsiveness. The development of pretend play proved to be a complex cultural process, through which children gradually learn to create imaginary situations by making symbolic uses of conventional everyday objects, substitute uses and the physical absence of objects, and then redo these degrees of complexity in symbolic narratives. Three new categories of symbolic use of objects were identified, supported by the use of language. From the children's perspective, they pretend play out of a need to experience desires that have not yet come true. We believe that the findings of this research can help broaden our understanding of the processes involved in the development of make-believe play from the children's perspectives, and encourage discussions involving curriculum planning in Early Childhood Education.

COMMITTEE MEMBERS:
Externo à Instituição - PEDRO PALACIOS
Externo ao Programa - 1104190 - FRANCISCO JOSE RENGIFO HERRERA - nullPresidente - 1972785 - GABRIELA SOUSA DE MELO MIETTO
Interna - 1170733 - SILVIANE BONACCORSI BARBATO