Loading...
Publication
Crianças com desenvolvimento atípico e suas famílias no tempo de brincar
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.08 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A brincadeira faz parte do universo humano e animal, especialmente na infância, e essa experiência vivida cria memórias para toda a vida. Com a evolução dos tempos, as sociedades mudaram e, com elas, as famílias também começaram a ter diferentes modelos de educação parental. A determinação de regras na educação dos filhos e o tempo para brincar é basilar no processo de desenvolvimento dos mesmos. Esta investigação permitiu compreender como, onde e quando famílias com crianças com desenvolvimento atípico têm tempo de qualidade para brincar com as mesmas e qual o tipo de adaptações, para que aconteça uma brincadeira plena de diversão e aprendizagem. Ou seja, o estudo pretende conhecer a perceção e as estratégias das famílias, relativamente ao tempo dispensado, formas de brincar com as suas crianças e qual a importância atribuída à brincadeira em família.
Com este propósito, desenvolvemos um estudo de natureza qualitativa, através de nove entrevistas semiestruturadas, realizadas com mães/pais e irmão mais velho de crianças com desenvolvimento atípico.
Os resultados deste estudo revelam que os participantes reconhecem ter uma rotina de brincadeira, embora se torne difícil, devido às agendas ocupadas de todos os elementos da família. As principais conclusões ilustram claramente que os participantes atribuem importância às brincadeiras em família, valorizando o facto de as mesmas serem pensadas e organizadas de maneira a ir ao encontro das necessidades, interesses aprendizagens basilares e específicas das suas crianças.
Play is part of the human and animal universe, especially in childhood and this lived experience creates lifelong memories. With the evolution of times, societies changed and with them families too, they began to have different models of parental education. Determining rules for children’s education and time to play is fundamental to their development process. This research made it possible to understand how, where and when these families with children with atypical development have quality time to play with them and what type of adaptations are needed, so that fun and learning-filled play can take place. In other words, the study aims to understand the perception and strategies of families, in relation to the time spent, ways of playing with their children and the importance attributed to family play. For this purpose, we developed a qualitative study, through semi-structured interviews, with a total of 9 interviewees belonging to 9 families of children with atypical development. To identify and analyze the perception of the same people about the importance of playing and playing for the child’s development, the time spent playing and the Knowledge oh habits and strategies regarding playing with children (involvement, organization, and participation). The results of this study reveal that participants recognize that they have a play routine, although it becomes difficult due to the busy schedules of all family members. The main conclusions clearly illustrate that participants attach importance to family games, valuing the fact that they are games designed and organized to meet the needs, interests, and basic learning of their children.
Play is part of the human and animal universe, especially in childhood and this lived experience creates lifelong memories. With the evolution of times, societies changed and with them families too, they began to have different models of parental education. Determining rules for children’s education and time to play is fundamental to their development process. This research made it possible to understand how, where and when these families with children with atypical development have quality time to play with them and what type of adaptations are needed, so that fun and learning-filled play can take place. In other words, the study aims to understand the perception and strategies of families, in relation to the time spent, ways of playing with their children and the importance attributed to family play. For this purpose, we developed a qualitative study, through semi-structured interviews, with a total of 9 interviewees belonging to 9 families of children with atypical development. To identify and analyze the perception of the same people about the importance of playing and playing for the child’s development, the time spent playing and the Knowledge oh habits and strategies regarding playing with children (involvement, organization, and participation). The results of this study reveal that participants recognize that they have a play routine, although it becomes difficult due to the busy schedules of all family members. The main conclusions clearly illustrate that participants attach importance to family games, valuing the fact that they are games designed and organized to meet the needs, interests, and basic learning of their children.
Description
Keywords
famílias tempo brincar e brincadeira desenvolvimento atípico intervenção precoce na infância families time play and joke atypical development early intervention in childhood