Los universos de juego conceptual como una intervención pedagógica: apoyando el aprendizaje y el desarrollo de los niños en edad preescolar en contextos lúdicos
Barra lateral del artículo
Publicado:
nov 22, 2019
Palabras clave:
Universos lúdicos, Enfoque histórico-cultural, Imaginação, Brincadeira, Desenvolvimento infantil, Pedagogia
Contenido principal del artículo
Resumen
Existe un creciente interés en encontrar mejores formas de apoyar el aprendizaje de conceptos en los programas de educación de la primera infancia basados en el juego. La introducción de términos como 'eduplay' en Hong Kong, 'Juego intencional' en Singapur y 'enseñanza intencional' en programas basados en el juego en Australia sugiere que los educadores están trabajando de diferentes maneras para construir nuevas prácticas que traigan el juego y el aprendizaje de unidad. para apoyar el desarrollo de los niños. Este artículo contribuye a este escenario de investigación al introducir una intervención pedagógica llamada Conceptual playworlds. Este modelo de práctica se teoriza utilizando conceptos vygotskianos de imaginación y juego, y el modelo hedegaardiano de valores sociales, prácticas institucionales y entornos de actividad como base para el estudio del aprendizaje de conceptos en contextos basados en el juego. El contenido de este artículo se sitúa en el cambiante contexto curricular de la primera infancia de la región australiana, donde los valores sociales para obtener mejores resultados están configurando prácticas institucionales que crean nuevas demandas y diferentes condiciones para el desarrollo de los niños.
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Cómo citar
Fleer, M. . (2019). Los universos de juego conceptual como una intervención pedagógica: apoyando el aprendizaje y el desarrollo de los niños en edad preescolar en contextos lúdicos . Obutchénie. Revista De Didática E Psicologia Pedagógica, 3(3), 1–22. https://doi.org/10.14393/OBv3n3.a2019-51704
Sección
Dossier: Periodización histórico-cultural del desarrollo humano
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Citas
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HEDEGAARD, M.; CHAIKLIN, S. Radical-local teaching and learning. Denmark: Aarhus University Press, 2005.
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HUSA, S.; KINOS, J. Academisation of early childhood education. Scandinavian Journal of Educational Research, v. 49, n. 2, p. 133-141, 2005. doi: 10.1080/0031380500048865. https://doi.org/10.1080/00313830500048865
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MINISTRY OF EDUCATION SINGAPORE. Nurturing early learners: A curriculum framework for kindergartens in Singapore. Singapore: Ministry of Education, 2012.
PALEY, V. P. The boy who would be a helicopter. The uses of storytelling in the classroom. Cambridge, Massachusetts: Harvard University Press, 1990.
PAN, Y.; WANG, X.; LI, L. Early childhood education and development in China. In: M. Fleer and B. van Oers (ed.). International Handbook of Early Childhood Education. Dordrecht, The Netherlands: Springer, 2018. v. 1, p. 599-622. https://doi.org/10.1007/978-94-024-0927-7_28
RAO, N.; LI, H. “Eduplay”: Beliefs and Practices related to play and learning in Chinese kindergartens. In: PRAMLING SAMUELSSON, I.; FLEER, M. (ed.). Play and Learning in Early Childhood Settings: International Perspectives. Netherlands: Springer, 2009. doi: 10.1007/978-1-4020-8498-0. p. 97-116. https://doi.org/10.1007/978-1-4020-8498-0_5
VYGOTSKY, L. S. Play and its role in the mental development of the child, Voprosy psikhologii, v. 12, n. 6, p. 62–76, 1966.
VYGOTSKY, L. S. The psychology of art. Cambridge, Mass.: M.I.T. Press, 1971.
VYGOTSKY, L. S. (1987). The collected works of L.S. Vygotsky, Vol. 1, Problems of general psychology, R.W. Rieber & A.S. Carton (Eds.), trans. N. Minick. New York: Plenum Press, 1987. https://doi.org/10.1017/s0142716400008341
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VYGOTSKY, L. S. Imagination and creativity in childhood. Journal of Russian and East European Psychology, v. 42, n. 1, p. 7–97, 2004.
WHITE, E., and WILLIAMS, G. Charlotte's web. Harmondsworth: Puffin Books/Hamish Hamilton, 1963.
WONG, P.; FLEER, M. The development of learning as the leading activity for Hong Kong immigrant families in Australia. International Research in Early Childhood Education, v. 4, n. 1, p. 18-34, 2013.
WOOD, E. Play-pedagogy interface in contemporary debates. In: BROOKER, L.; BLAISE, M.; EDWARDS, S. (ed.) The Sage handbook of play and learning in early childhood. Los Angeles, US: Sage, 2014. p. 145-156. https://doi.org/10.4135/9781473907850.n15
AUSTRALIAN GOVERNMENT. The early years learning framework of Australia. Department of Education, Employment and Workplace Relations for the Council of Australian Governments. ACT, Australia, 2009.
BOZHOVICH, L. I. The social situation of child development. Journal of Russian and East European Psychology, v. 47, n. 4, p. 59-86, 2009. doi: 10.2753/RPO1061-0405470403. https://doi.org/10.2753/rpo1061-0405470403
BROSTRÖM, S. A dynamic learning concept in early years education: a possible way to prevent schoolification, International Journal of Early Years Education, v. 25, n. 1, p. 3-15, 2017. doi: 10.1080/09669760.2016.1270196. https://doi.org/10.1080/09669760.2016.1270196
CURRICULUM DEVELOPMENT COUNCIL. Kindergarten Education Curriculum Guide. Hong Kong: Education Bureau, HKSAR, 2017.
EDWARDS, S.; CUTTER-MACKENZIE, A.; HUNT, E. (2010). Framing play for learning: Professional reflections on the role of open-ended play in early childhood education. In: BROOKER, L.; EDWARDS, S. (org.). Engaging play. Maidenhead, England: Open University Press, 2010. p. 136-151. https://doi.org/10.1007/978-3-319-03740-0_2
EL'KONINOVA, L. I. The object orientation of children's play in the context of understanding imaginary space — Time in play and stories, Journal of Russian and East European Psychology, v. 39, n. 2, p. 30-51, 2001. https://doi.org/10.2753/rpo1061-0405390230
FLEER, M. Kindergartens in cognitive times: Imagination as a dialectical relation between play and learning. International Journal of Early Childhood, v. 43, n. 3, p. 245-259, 2011.
FLEER, M. Scientific playworlds: A model of teaching science in play-based settings. Research in Science Education, 22 p., 2017a. doi: 10.1007/s11165-017-9653-z. https://doi.org/10.1007/s13158-011-0044-8
FLEER, M. Digital playworlds in an Australia context. In: BRUCE, T.; BREDIKYTE, M.; HAKKARAINEN, P. (ed.). Routledge handbook of play in early childhood. London, UK: Routledge, 2017b. p. 289-304. https://doi.org/10.4324/9781315735290-27
FLEER, M. Theorising digital play—a cultural-historical conceptualisation of children’s engagement in imaginary digital situations, Special Issue on play. Journal of International Research in Early Childhood Education, v. 7, n. 2, p. 75–90, 2016. https://doi.org/10.1017/cbo9781107282131.006
FLEER, M. Conceptual Playworlds: The role of imagination in play and imagination in learning, Early Years, 13 p., 2018. doi: 10.1080/09575146.2018.1549024. https://doi.org/10.1080/09575146.2018.1549024
FLEER, M.; VAN OERS, B. (2018). International trends in research: Redressing the north-south balance in what matters for early childhood education research. In: FLEER, M.; VAN OERS, B. (ed.). International handbook on early childhood education. The Netherlands: Springer, 2018. v. 1, p. 1-31. https://doi.org/10.1007/978-94-024-0927-7_1
FLEER, M.; VERESOV, N.; WALKER S. Re-conceptualizing executive functions as social activity in children’s playworlds. Learning, Culture and Social Interaction, v. 14, p. 1-11, 2017. doi: 10.1016/j.lcsi.2017.04.003. https://doi.org/10.1016/j.lcsi.2017.04.003
GRIESHABER, S. Play and policy in early childhood education in the Asia Pacific region. Asia-Pacific Journal of Research in Early Childhood Education, v. 10, n. 2, p. 7-28, 2016. https://doi.org/10.17206/apjrece.2016.10.2.7
HAKKARAINEN, P. Cultural-historical methodology of the study of human development in transitions. Cultural-Historical Psychology, v. 4, p. 75–89, 2010.
HEDEGAARD, M. Learning and child development, Denmark: Aarhus University Press, 2002.
HEDEGAARD, M. The educational experiment. In: HEDEGAARD, M.; FLEER, M. (ed.). Studying children: a Cultural-Historical Approach. United Kingdom: Open University Press, 2008. p. 181-201.
HEDEGAARD, M. The significance of demands and motives across practices in children’s learning and development: An analysis of learning in home and school, Learning, Culture and Social Interaction, v. 3, p. 188-194, 2014. https://doi.org/10.1016/j.lcsi.2014.02.008
HEDEGAARD, M.; CHAIKLIN, S. Radical-local teaching and learning. Denmark: Aarhus University Press, 2005.
HEDEGAARD, M.; FLEER, M. Play, Leaning and Children’s Development: everyday life in families and transition to school. New York: Cambridge University Press, 2013. https://doi.org/10.1017/cbo9781139236744
HUSA, S.; KINOS, J. Academisation of early childhood education. Scandinavian Journal of Educational Research, v. 49, n. 2, p. 133-141, 2005. doi: 10.1080/0031380500048865. https://doi.org/10.1080/00313830500048865
KRAVTSOV, G. G.; KRAVTSOVA, E. E. Play in L.S. Vygotsky’s nonclassical psychology. Journal of Russian and Easter European Psychology, v. 48, n. 4, p. 25–41, 2010. https://doi.org/10.2753/rpo1061-0405480403
LI, H.; CHAU, L. Story Approach to Integrated learning (SAILS): a postmodernism curriculum for Hong Kong kindergartens. In: KATTINGTON, L. E. (ed.). Handbook of curriculum development. New York: Nova Science Publishers, 2010. p. 329-346.
LI, H.; RAO, N.; TSE, S. K. Adapting Western pedagogies for Chinese literacy instruction: case studies of Hong Kong, Shenzhen, and Singapore preschools. Early Education and Development, v. 23, n. 4, p. 603-621, 2012. doi: 10.1080/10409289.2010.536441. https://doi.org/10.1080/10409289.2010.536441
LINDQVIST, G. The aesthetics of play: a didactic study of play and culture in preschools. Stockholm, Sweden: Gotab, 1995.
MINISTRY OF EDUCATION SINGAPORE. Nurturing early learners: A curriculum framework for kindergartens in Singapore. Singapore: Ministry of Education, 2012.
PALEY, V. P. The boy who would be a helicopter. The uses of storytelling in the classroom. Cambridge, Massachusetts: Harvard University Press, 1990.
PAN, Y.; WANG, X.; LI, L. Early childhood education and development in China. In: M. Fleer and B. van Oers (ed.). International Handbook of Early Childhood Education. Dordrecht, The Netherlands: Springer, 2018. v. 1, p. 599-622. https://doi.org/10.1007/978-94-024-0927-7_28
RAO, N.; LI, H. “Eduplay”: Beliefs and Practices related to play and learning in Chinese kindergartens. In: PRAMLING SAMUELSSON, I.; FLEER, M. (ed.). Play and Learning in Early Childhood Settings: International Perspectives. Netherlands: Springer, 2009. doi: 10.1007/978-1-4020-8498-0. p. 97-116. https://doi.org/10.1007/978-1-4020-8498-0_5
VYGOTSKY, L. S. Play and its role in the mental development of the child, Voprosy psikhologii, v. 12, n. 6, p. 62–76, 1966.
VYGOTSKY, L. S. The psychology of art. Cambridge, Mass.: M.I.T. Press, 1971.
VYGOTSKY, L. S. (1987). The collected works of L.S. Vygotsky, Vol. 1, Problems of general psychology, R.W. Rieber & A.S. Carton (Eds.), trans. N. Minick. New York: Plenum Press, 1987. https://doi.org/10.1017/s0142716400008341
VYGOTSKY, L. S. (1998). The collected works of L.S. Vygotsky, Vol. 5, Child Psychology, trans. M.J. Hall; Robert W. Rieber (ed. English translation). New York: Kluwer Academic and Plenum Publishers.
VYGOTSKY, L. S. Imagination and creativity in childhood. Journal of Russian and East European Psychology, v. 42, n. 1, p. 7–97, 2004.
WHITE, E., and WILLIAMS, G. Charlotte's web. Harmondsworth: Puffin Books/Hamish Hamilton, 1963.
WONG, P.; FLEER, M. The development of learning as the leading activity for Hong Kong immigrant families in Australia. International Research in Early Childhood Education, v. 4, n. 1, p. 18-34, 2013.
WOOD, E. Play-pedagogy interface in contemporary debates. In: BROOKER, L.; BLAISE, M.; EDWARDS, S. (ed.) The Sage handbook of play and learning in early childhood. Los Angeles, US: Sage, 2014. p. 145-156. https://doi.org/10.4135/9781473907850.n15