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Brincar em Educação de Infância
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Embora o brincar seja reconhecido como uma atividade essencial para o desenvolvimento integral das crianças, atualmente muitas instituições de educação pré-escolar tendem a valorizar atividades predominantemente didáticas, baseadas em materiais e objetos estruturados ou pré-estruturados, isto é, com uma funcionalidade predefinida. Pensamos que no contexto educativo do pré-escolar, deve dar-se a oportunidade à criança para explorar, livremente ou orientado, objetos cuja funcionalidade não é óbvia, apelando a capacidade de ações e interações divergentes, isto é, que possam evoluir em vários sentidos, e não unicamente convergentes, isso é, num único sentido. Para elaborar esta reflexão, durante os sucessivos estágios, explorámos várias atividades semiestruturadas ou estruturadas, isto é, parcial ou totalmente pré-definidas e orientadas por nós, cuja contextualização, descrição e reflexão apresentamos na primeira secção deste relatório. Essa experiência levou-nos a questionar sobre as potencialidades que a exploração, em atividades não estruturadas, de objetos funcionais e não funcionais pode oferecer às crianças. Tal resultou no nosso estudo, cujo objetivo essencial foi analisar o efeito de atividades não estruturadas no brincar, com recurso a materiais soltos e materiais afuncionais, numa sala do pré-escolar, com crianças dos cinco anos de idade. Trata-se de um estudo descritivo associativo, não experimental, sem grupo de controlo, com nível de cegueira único (experimentadora sabia de objetivo do estudo, mas amostra não), com um momento de recolha de dados; através de registo e análise de individual e interativa de comportamentos, para a totalidade da sessão, registada em vídeo, com sistema de classificação baseado em categorias definidas por autores reconhecidos. Os resultados revelam o previsível para esta idade no brincar individual, onde foi predominante o brincar funcional, ou seja, aquele em que a criança atribui ao objeto uma funcionalidade. No entanto, brincar exploratório de objetos, isto é, aquele em que a criança procura propriedade do objeto; com frequência menos esperada nesta idade, também esteve bastante presente, provavelmente atribuível à presença de objetos afuncionais, que carecem de exploração prévia das suas propriedades, para depois lhe atribuírem uso funcional. Também como previsível nesta idade, o tipo de brincar social mais frequente foi o social simples, isto é, aquele em que a criança se envolve numa atividade igual ou similar e fala, sorri, partilha objetos. Principalmente, observámos uma enorme diversidade de situações em que as crianças evoluíram de comportamentos de brincar mais essenciais para outros mais complexos, tanto no brincar individual como no social; como desvendámos diversos episódios em que naturalmente as crianças exploraram competências que vão ao encontro de objetivos de vários domínios constantes nas OCEPE (2016). Decorre daqui que consideramos que o brincar livre, em contexto de atividade não estruturada, com objetos soltos, pode propiciar às crianças de 5 anos o desenvolvimento de competências individuais e sociais, de modo autorregulado; bem como, criar situações que poderão ser exploradas em contexto de atividade estruturada, para prossecução de objetivos didáticos e pedagógicos.
Although play is recognized as an essential activity for the integral development of children, many early childhood education institutions currently tend to value predominantly didactic activities, based on structured or pre-structured materials and objects, that is, with predefined functionality. We believe that in the educational context of preschool, children should be given the opportunity to explore, freely or in a guided manner, objects whose functionality is not obvious, appealing to the capacity for divergent actions and interactions, that is, that can evolve in several directions, and not only convergent ones, that is, in a single direction. To elaborate on this reflection, during successive internships, we explored several semi-structured or structured activities, that is, partially or totally pre-defined and guided by us, whose contextualization, description and reflection we present in the first section of this report. This experience led us to question the potential that the exploration, in unstructured activities, of functional and non-functional objects can offer children. This resulted in our study, whose essential objective was to analyze the effect of unstructured play activities, using loose materials and non-functional materials, in a preschool classroom with five-year-old children. This is a descriptive associative, non-experimental study, without a control group, with a single level of blindness (the experimenter knew the objective of the study, but the sample did not), with one data collection moment; through recording and analysis of individual and interactive behaviors, for the entire session, recorded on video, with a classification system based on categories defined by recognized authors. The results reveal what is predictable for this age in individual play, where functional play was predominant, that is, the play in which the child attributes a functionality to the object. However, exploratory play with objects, that is, the play in which the child seeks ownership of the object; with a frequency less expected at this age, was also quite present, probably attributable to the presence of non-functional objects, which lack prior exploration of their properties, before attributing functional use to them. As expected at this age, the most frequent type of social play was simple social play, that is, play in which the child engages in an activity that is the same or similar, and talks, smiles, and shares objects. Primarily, we observed a huge diversity of situations in which children evolved from more essential play behaviors to more complex ones, both in individual and social play; we also uncovered several episodes in which children naturally explored skills that align with objectives in various domains outlined in the OCEPE (2016). It follows that we consider that free play, in an unstructured activity context with loose objects, can provide 5-year-old children with the development of individual and social skills in a self-regulated way; as well as create situations that can be explored in a structured activity context to pursue didactic and pedagogical objectives.
Although play is recognized as an essential activity for the integral development of children, many early childhood education institutions currently tend to value predominantly didactic activities, based on structured or pre-structured materials and objects, that is, with predefined functionality. We believe that in the educational context of preschool, children should be given the opportunity to explore, freely or in a guided manner, objects whose functionality is not obvious, appealing to the capacity for divergent actions and interactions, that is, that can evolve in several directions, and not only convergent ones, that is, in a single direction. To elaborate on this reflection, during successive internships, we explored several semi-structured or structured activities, that is, partially or totally pre-defined and guided by us, whose contextualization, description and reflection we present in the first section of this report. This experience led us to question the potential that the exploration, in unstructured activities, of functional and non-functional objects can offer children. This resulted in our study, whose essential objective was to analyze the effect of unstructured play activities, using loose materials and non-functional materials, in a preschool classroom with five-year-old children. This is a descriptive associative, non-experimental study, without a control group, with a single level of blindness (the experimenter knew the objective of the study, but the sample did not), with one data collection moment; through recording and analysis of individual and interactive behaviors, for the entire session, recorded on video, with a classification system based on categories defined by recognized authors. The results reveal what is predictable for this age in individual play, where functional play was predominant, that is, the play in which the child attributes a functionality to the object. However, exploratory play with objects, that is, the play in which the child seeks ownership of the object; with a frequency less expected at this age, was also quite present, probably attributable to the presence of non-functional objects, which lack prior exploration of their properties, before attributing functional use to them. As expected at this age, the most frequent type of social play was simple social play, that is, play in which the child engages in an activity that is the same or similar, and talks, smiles, and shares objects. Primarily, we observed a huge diversity of situations in which children evolved from more essential play behaviors to more complex ones, both in individual and social play; we also uncovered several episodes in which children naturally explored skills that align with objectives in various domains outlined in the OCEPE (2016). It follows that we consider that free play, in an unstructured activity context with loose objects, can provide 5-year-old children with the development of individual and social skills in a self-regulated way; as well as create situations that can be explored in a structured activity context to pursue didactic and pedagogical objectives.
Descrição
Mestrado em Educação Pré-Escolar
Palavras-chave
brincar individual brincar social pré-escolar materiais afuncionais atividade não estruturada. individual play social play preschool non-functional materials unstructured activity