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Advisor(s)
Abstract(s)
Brincar é um direito consagrado nos direitos da criança. A investigação indica que as crianças com Perturbação do Espetro do Autismo (PEA) brincam de forma distinta e preferem brincar sozinhas. Não obstante, não existe muita informação sobre como as crianças com PEA brincam nos espaços exteriores dos jardins de infância, os quais se devem constituir como espaços de inclusão social e com intencionalidade educativa. A presente investigação qualitativa e exploratória, na modalidade de estudo de caso múltiplo, foca-se em duas dimensões: (i) as características de dois espaços exteriores alocados ao brincar e frequentados por crianças com PEA; e (ii) as representações dos Educadores de Infância (EI) e Auxiliares de Ação Educativa (AAE) sobre o lugar do
brincar no espaço exterior por crianças com PEA. O estudo realizou-se em duas Instituições Particulares de Solidariedade Social (IPSS) do distrito de Lisboa e contou com a participação de cinco EI e cinco AAE. Os dados foram recolhidos com recurso à observação dos espaços exteriores dos JI, ao questionário híbrido aplicado a EI e à entrevista semiestruturada realizada a EI e a AAE envolvidos na educação de crianças com PEA. Os dados das entrevistas foram tratados através da análise de conteúdo. Face aos resultados obtidos podemos afirmar que os dois espaços exteriores apresentam affordances distintas. No que respeita ao brincar
de crianças com PEA, as profissionais de educação consideram que o seu brincar depende das suas características e necessidades, bem como dos seus interesses. A maioria das crianças com PEA desenvolve brincadeiras semelhantes às brincadeiras das crianças com desenvolvimento típico, embora algumas manifestem preferência por brincar sozinhas e apresentam necessidade de correr no espaço exterior. Os agentes de educação referem estar sensíveis à importância do brincar e à proteção dos direitos da criança.
To play is a recognized right in children's rights. Research indicates that children with Autism Spectrum Disorder (ASD) engage in distinct play and prefer playing alone. However, there is limited information on how children with ASD play in the outdoor spaces of kindergartens, which should be spaces of social inclusion and educational intent. This qualitative and exploratory research, in the form of a multiple case study, focuses on two dimensions: (i) the characteristics of two outdoor play spaces frequented by children with ASD; and (ii) the perceptions of Kindergarten Educators (KE) and Educational Support Assistants (ESA) regarding the role of play in the outdoor space for children with ASD. The study took place in two Private Institutions of Social Solidarity (PISS) in the district of Lisbon and involved the participation of five Kindergarten Educators (KE) and five ESAs. It was collected data through the observation of outdoor kindergarten spaces, a hybrid questionnaire administered to KEs, and semi-structured interviews conducted with KEs, and ESAs involved in the education of children with ASD. Interview data was analyzed using content analysis and based on the results, it can be affirmed that the two outdoor spaces present distinct affordances. Regarding the playtime of children with ASD, educational professionals believe that their plays depend on their characteristics, needs, and interests. Most children with ASD engage in exercises similar to typically developing children, although some prefer playing alone and need outdoor space to run. Education professionals express sensitivity to the importance of playtime and the protection of children's rights.
To play is a recognized right in children's rights. Research indicates that children with Autism Spectrum Disorder (ASD) engage in distinct play and prefer playing alone. However, there is limited information on how children with ASD play in the outdoor spaces of kindergartens, which should be spaces of social inclusion and educational intent. This qualitative and exploratory research, in the form of a multiple case study, focuses on two dimensions: (i) the characteristics of two outdoor play spaces frequented by children with ASD; and (ii) the perceptions of Kindergarten Educators (KE) and Educational Support Assistants (ESA) regarding the role of play in the outdoor space for children with ASD. The study took place in two Private Institutions of Social Solidarity (PISS) in the district of Lisbon and involved the participation of five Kindergarten Educators (KE) and five ESAs. It was collected data through the observation of outdoor kindergarten spaces, a hybrid questionnaire administered to KEs, and semi-structured interviews conducted with KEs, and ESAs involved in the education of children with ASD. Interview data was analyzed using content analysis and based on the results, it can be affirmed that the two outdoor spaces present distinct affordances. Regarding the playtime of children with ASD, educational professionals believe that their plays depend on their characteristics, needs, and interests. Most children with ASD engage in exercises similar to typically developing children, although some prefer playing alone and need outdoor space to run. Education professionals express sensitivity to the importance of playtime and the protection of children's rights.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Especial – ramo Problemas de Cognição e Multideficiência
Keywords
Brincar Espaço exterior Perturbação do espetro de autismo Pré-escolar Educadores de infância Auxiliares de ação educativa Play Outdoor space Autism spectrum disorder Preschool Kindergarten educators Educational support assistants
Citation
Andrade, C. J. M. (2023). O lugar do brincar no espaço exterior na vida de crianças em idade pré-escolar com perturbação do espetro do autismo (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/17089