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- Network process of children : influence of gender and type of game during cooperative-opposition gamesPublication . Silva, Soraia; M. L. Martins, Fernando; Sanchez, Juan; Silva, Frutuoso; Mendes, Rui; Campos, Francisco; Manuel Clemente, FilipeThe children, when playing, are communicating, since this is one of the forms of disinhibition and interaction with the group in which they are inserted (Lima, 2014). Ten children, five boys (n = 5; 5.8 ± 0.4 years old of age) and five girls (n = 5; 5.6 ± 0.5 years old of age) from a elementar school were observed during classes of motor expression. These classes took place once a week for a month, lasting one hour for each session. The interactions were observed with two cameras. It was counted as an interaction when a child passed one ball to another. The results suggest that it was in the “Free Game” that there were significant diferences between the type of game, since it was found in this one that it was easier for a player to be connected with his colleagues, being later the most requested, at the moment they had to pass the ball. Between the type of game and the gender, no significant interactions were found, as children who were the ones most requested by their classmates when they had to pass the ball were not verified. However, children who were crucial to maintaining cross-pass connections were also not checked. With regard to gender, no significant differences were found because no child, both male and female, has become important in sustaining the connections between the passes and the fact that no boys and / or girls were the most requested to make the passes with the ball. Finally, among the game types, no significant differences were found, since the children did not become essential to maintain the connection of passes between colleagues, in any of the matches played. The main objective of this study is to compare the interaction between female and male children in the type of cooperative-opposition games through Social Network Analysis.
- Study of network process in children during cooperation gamesPublication . Ferreira, Oriana; Manuel Clemente, Filipe; Amorós, JuanPablo; G. M. Silva, Frutuoso; Mendes, Rui; Campos, Francisco; M. L. Martins, FernandoWhile playing, the child progresses in reasoning ability, develops thinking and other skills, creates social relations, understands the environment, develops knowledge and creativity, and satisfies desires (Dallabona& Mendes, 2004). Thus, playing “increases their independence, stimulates their visual and auditory sensibility, values their popular culture, develops motor skills, exercises their imagination, their creativity, socializes, interacts, rebalances, recycles their emotions, their need to know and reinvent, and thus builds their knowledge” (Dallabona& Mendes, 2004, p.4). However, the interaction with a medium that is still unknown requires the child to explore new spaces, new situations, and new contexts, watching for visible behavioral changes, acquiring patterns of communication and interaction with each other (Martins, Clemente,& Mendes, 2015), all of which is essential for the child’s development.The aim of the present study was to analyze the variance between groups of different sizes in different playful games of cooperation. The groups were randomly formed and consisted of groups of 5 (G5) or 10 (G10) members.In the results obtained, it was possible to verify that there are no significant differences in the groups of 5 and 10 children in the values of proximity prestige, whereas in centroid value statistically significant differences were found in the comparison between groups of 5 and those of 10 children, regarding interaction in the cooperation games.