Resumo

SOUZA, Maria Thereza C. de; PETTY, Ana Lucia; KUNSCH, Clarice  e  SANTOS, Regiane J.. Challenging children to think: intervention with games. Constr. psicopedag. [online]. 2018, vol.26, n.27, pp.53-69. ISSN 1415-6954.

The aim was to analyze fundamental school children's procedures and attitudes while playing games and solving problems in a context that promotes development and learning. The investigation was on the first semester of the intervention program with game workshops offered by the Laboratory of Learning and Development Studies (LEDA), at the Institute of Psychology, University of São Paulo. The research questioned about how children start the program in terms of their ways to face challenges, and intended to identify attitudes and changes in procedures throughout the semester. The method consisted of collecting data from two protocols and analyzing information about ten children. Results showed that: (1) children differ initially both in terms of the resources they mobilize and in terms of the needs expressed; (2) the main characteristic of the first semester is the occurrence of oscillations in procedures and attitudes due to interventions and self-regulation of children. In conclusion, the intervention program favored awareness of difficulties and mobilization of resources to confront them, expressed by the oscillations in the game context and in the attitudinal dimensions related to time and interaction. Analysis of the other two semesters of the intervention program might provide additional clarification on the benefits to participants' development and learning processes, as well as strengthen the current discussion.

Palavras-chave : intervention with games; children; development.

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