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Abstract(s)
É do conhecimento geral o enorme interesse que as crianças possuem pelos jogos e brincadeiras. Sabe-se que através dos brinquedos e jogos vão descobrindo o mundo que as rodeia e aprendem a reagir e a resolver os problemas que se lhe apresentam.Por esse motivo é tão importante que a criança brinque e o faça o mais possível.
Conscientes de que as crianças com Perturbação do Desenvolvimento Intelectual possuem dificuldades de aprendizagem, mas acreditando que se pode incrementar o seu sucesso académico, procurando incentivos e estratégias, pretendemos compreender se a atividade lúdica poderá ser um contributo positivo em alunos com a problemática referida.
Reconhecemos que estas crianças se desmotivam mais facilmente, pois apercebem-se que o seu esforço, apesar de maior, não é suficiente para obter o sucesso dos outros alunos da turma. Também são, na maior parte dos casos, crianças que brincam menos e que interagem muito pouco com os seus pares. São, por isso, duplamente prejudicados no que concerne às aprendizagens comparativamente às outras crianças com desenvolvimento típico.
Foi nesta perspetiva, sabendo que o jogo e as brincadeiras têm um papel de grande relevo na vida das crianças, que surgiu a ideia de os associar à sala de aula, ao trabalho diário, às aprendizagens...
Partimos do objetivo: “Conhecer a influência e a importância do jogo na motivação e participação das crianças com PDI nas atividades escolares” para se perceber se a partir da interação com o material do jogo, com os seus pares e com a interajuda que daí advém, o jogo pode trazer benefícios as crianças com PDI, no que respeita ao interesse pela escola, à motivação pelos conteúdos, à participação, ao sucesso académico.
Esta investigação foi desenvolvida com base numa metodologia qualitativa, operacionalizada através de um estudo de caso que envolveu a realização de entrevistas a três alunos com Perturbação do Desenvolvimento Intelectual, às docentes que com eles trabalham diariamente e também através da observação de aulas onde estes alunos estão inseridos e onde foram aplicados jogos.
Em termos gerais, os resultados mais significativos, obtidos através das entrevistas e das observações referidas, sublinham a importância da atividade lúdica na motivação
dos alunos com PDI, permitindo verificar também que a sua participação é semelhante à dos seus pares, quando os jogos são implementados.
Conclui-se que os jogos desempenham outras funções importantes no desenvolvimento dos alunos com esta problemática: desenvolvem a linguagem, a autonomia a interação com os pares e o respeito pelas regras e combatem a inibição. Melhoram a autoestima e a confiança em si próprios porque obtêm sucesso através do jogo. A situação de jogo desenvolve nos alunos a concentração/atenção e o raciocínio e é fator de prazer e diversão. A vontade de continuar a jogar e aprender verificou-se sempre que os jogos foram aplicados.
Abstract It is of common knowledge that children are very interested in games and activities. It is known that through toys and games they discover the world around them and learn to react and solve the problems that arise. For this reason, it is so important that the child plays and does it as much as possible. Aware that children with Intellectual Development Disorder have learning difficulties, but believing that their academic success can be increased, looking for incentives and strategies, we intend to understand if the ludic activity can be a positive contribution in students with the mentioned problem. We recognize that these children are more easily discouraged, as they realize that their effort, although greater, is not enough to achieve the success of the other students in the class. They are also, in most cases, children who play less and who interact very little with their peers. They are, therefore, doubly impaired in terms of learning compared to other children with typical development. With this in mind, knowing that games and plays have a major role in children's lives, that comes the idea of associating them with the classroom, daily work, learning... We started from the objective: “Knowing the influence and importance of the game in the motivation and participation of children with IDD in school activities” to understand if, from the interaction with the game material, with their peers, and with the mutual help that comes from it, the game can bring benefits to children with IDD, in terms of interest in school, motivation for content, participation, academic success. This investigation was developed based on a qualitative methodology, operationalized through a case study that involved conducting interviews with three students with Intellectual Development Disorder, the teachers who work with them on a daily basis and also through observation of classes where these students are inserted and where games were applied. In general terms, the most significant results, obtained through the interviews and the referred observations, underline the importance of the ludic activity in the motivation of students with IDD, also allowing to verify that their participation is similar to that of their peers, when the games are implemented. It is concluded that games play other important roles in the development of students with this problem: they develop language, autonomy, interaction with peers and respect for rules, and combat inhibition. They improve their self-esteem and self-confidence because they succeed through the game. The moment of the game develops concentration/attention and reasoning in students and is a factor of pleasure and fun. The desire to continue playing and learning was always present when the games were applied.
Abstract It is of common knowledge that children are very interested in games and activities. It is known that through toys and games they discover the world around them and learn to react and solve the problems that arise. For this reason, it is so important that the child plays and does it as much as possible. Aware that children with Intellectual Development Disorder have learning difficulties, but believing that their academic success can be increased, looking for incentives and strategies, we intend to understand if the ludic activity can be a positive contribution in students with the mentioned problem. We recognize that these children are more easily discouraged, as they realize that their effort, although greater, is not enough to achieve the success of the other students in the class. They are also, in most cases, children who play less and who interact very little with their peers. They are, therefore, doubly impaired in terms of learning compared to other children with typical development. With this in mind, knowing that games and plays have a major role in children's lives, that comes the idea of associating them with the classroom, daily work, learning... We started from the objective: “Knowing the influence and importance of the game in the motivation and participation of children with IDD in school activities” to understand if, from the interaction with the game material, with their peers, and with the mutual help that comes from it, the game can bring benefits to children with IDD, in terms of interest in school, motivation for content, participation, academic success. This investigation was developed based on a qualitative methodology, operationalized through a case study that involved conducting interviews with three students with Intellectual Development Disorder, the teachers who work with them on a daily basis and also through observation of classes where these students are inserted and where games were applied. In general terms, the most significant results, obtained through the interviews and the referred observations, underline the importance of the ludic activity in the motivation of students with IDD, also allowing to verify that their participation is similar to that of their peers, when the games are implemented. It is concluded that games play other important roles in the development of students with this problem: they develop language, autonomy, interaction with peers and respect for rules, and combat inhibition. They improve their self-esteem and self-confidence because they succeed through the game. The moment of the game develops concentration/attention and reasoning in students and is a factor of pleasure and fun. The desire to continue playing and learning was always present when the games were applied.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Especial Área de especialização: Problemas de Cognição e Multideficiência
Keywords
inclusão Perturbação do desenvolvimento intelectual Motivação Participação Inclusion Intellectual developmental disorder Motivation Participation Jogo Play
Citation
Pinheiro, M. J. S. (2022). Importância do jogo para a motivação e sucesso educativo de alunos com perturbação do desenvolvimento intelectual (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15817