XXVIII Congresso de Iniciação Científica
THE PLAY IMPORTANCE FOR TO STUDY ACTIVITY FOR CHILDREN WITH LEARNING DIFFICULTIES OF TEACHING FUNDAMENTAL.
Fabiana Lohani, Irineu Aliprando Tuim Viotto Filho, FCT UNESP Júlio de Mesquita Filho, Educação Física, fabianalohani@hotmail.com
Key words: Activity of play; Ludo-pedagogical activity, Learning and Development.
Introduction
This research project is configured from the work of the Group of Intervention Studies and Research in School Education and Historical-Cultural Theory (GEIPEE-thc) and effective is from ludo-pedagogical interventions structured from the historical-cultural theory and conducted with elementary school children who have difficulties in school learning from a public school in Presidente Prudente. We have identified a large number of children living such difficulties in the early grades of elementary school in view of the sudden passage from kindergarten to this teaching cycle. We seek a rapprochement between the activity of play and study activity, recognizing it as an auxiliary tool of pedagogical activity of the teacher in school. We know that children are in transition activity of playing for the study activity, according to the historical-cultural theory teaches us and, thus they need to live this process gradually so that the transition from kindergarten to elementary school is gradual so as not to hinder the continuity of the learning process and development of the subjects.
This research problem is that moves us in the realization of this project.
Goals
Discuss the importance of playing as an auxiliary activity in the learning process and development of children with difficulties in understanding their relationship to the study activity in primary education school.
Material and Methods
This extension project is developed by GEIPEE-thc members within the school itself. Weekly interventions ludo-pedagogical nature are made with duration of 1: 30h and guided by the researcher.
Activities are recorded in the field diary for future analysis by the researcher, and the data are discussed with members of the research group.
Teachers also participate in the process following the intervention and help in planning activities. The subjects are children of 1 year in the age group 06- 07 years old.
Results and Discussions
The project is in progress and should be carried out over the years of 2016/17, and the results have been collected in the process for the preparation of the research report. You can check how much children
have experienced significant recreational experiences that can contribute to overcoming their difficulties in school learning and, above all, for their inclusion in Elementary Education is carried out gradually and contemplating their needs. Please note that the teacher's role is crucial for the effectiveness of such a process at the school, which must be properly prepared to perform this action during his pedagogical activity.
Conclusion
We understand that an intervention process generates results over time and when done intentionally, with clearly defined objectives to take effect in the school everyday subjects, with a view to their learning and development towards its humanization in school.
References
FACCI, M. G. D. The periodization of individual psychological development from the perspective of Leontiev, Elkonin and Vygotsky.
Cad. Cedes, Campinas, vol. 24, n.62, p. 64-81, April 2004.
LEONTIEV, A. The development of the psyche. Lisbon: Horizon, 1978.rtis, M. D .; Shiu, K .; Butler, W. M. and Huffmann, J. C. J. Am.
Chem. Soc., 1986, 108, 3335.
MARTINS, L. M. The development of Psi and School Education:
Contributions Light of Historical-Cultural Psychology and Pedagogy History Critica. Campinas, SP: Authors Associates, 2013.
Vygotsky, L. S. Thought and language. Trad. Jefferson L. Camargo. São Paulo: Martins Fontes, 1987
Vygotsky, L. S. learning and intellectual development at school age. In:
LURIA, LEONTIEV, Vygotsky and others. Psychology and pedagogy.
psychological foundations of learning and development. 2. ed. Lisbon:
Editorial Estampa 1991.
