Conceptual PlayWorlds as a pedagogical intervention: Supporting the learning and development of the preschool child in play-based setting

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Resumo

Existe um interesse crescente em encontrar melhores maneiras de apoiar o aprendizado de conceitos em programas educativos voltados à primeira infância baseados na brincadeira. A introdução de termos como 'eduplay' em Hong Kong, 'Brincadeira intencionada' em Cingapura e 'ensino intencional' em programas baseados em brincadeiras na Austrália sugerem que os educadores estão trabalhando de diferentes maneiras para construir novas práticas que  tragam brincadeira e aprendizado em unidade para dar suporte ao desenvolvimento das crianças. Este artigo contribui para esse cenário de pesquisa ao introduzir uma intervenção pedagógica chamada Universos lúdico-conceituais (Conceptual playworlds). Esse modelo de prática é teorizado usando os conceitos vygotskianos de imaginação e brincadeira, e o modelo hedegaardiano de valores sociais, práticas institucionais e configurações de atividades como base para o estudo da aprendizagem de conceitos em contextos baseados em brincadeiras. O conteúdo deste artigo está situado no contexto curricular em mudança da primeira infância da região australiana, onde valores sociais para melhores resultados estão moldando práticas institucionais que criam novas demandas e condições diferentes para o desenvolvimento das crianças.

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Fleer, M. (2019). Conceptual PlayWorlds as a pedagogical intervention: Supporting the learning and development of the preschool child in play-based setting. Obutchénie: Revista De Didática E Psicologia Pedagógica, 3(3), 1-22. https://doi.org/10.14393/OBv3n3.a2019-51704
Seção
Dossiê: Periodização histórico-cultural do desenvolvimento humano

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