Resumo:Objetivou-se comparar o engajamento das crianças com pares e nas atividades, antes e depois de participarem em brincadeiras coordenadas por um adulto na creche. Vinte crianças com idades entre 36 e 46 meses, em creche filantrópica, participaram de 20 sessões de brincadeiras. Precedendo e sucedendo esse período, elas foram filmadas por nove dias em atividades livres. Simultaneamente, uma observadora registrava comportamentos interativos e brincadeiras, focalizando cada criança por dois minutos. Esse registro era completado com a observação das filmagens. Categorizaram-se as brincadeiras em solitária, paralela, associativa e cooperativa, e os comportamentos como gregário, comunicação amigável com ou sem foco no brinquedo e comunicação hostil com ou sem foco no brinquedo. Os dados dos dois momentos foram comparados mediante uso do Teste de Wilcoxon. O aumento do tempo em brincadeira solitária e conjunta, o aumento das interações positivas e a diminuição das interações negativas sugerem maior engajamento após as atividades guiadas pela educadora.Palavras-chave: creche; criança pré-escolar; recreação; engajamento; socialização. SOCIALIZATION IN DAY CARE CENTER: A STUDY ON CHILDREN BEHAVIOR AND PLAYAbstract: The objective was to compare the engagement of children with peers and in activities, before and after participating in teacher guided play in the day care center. Twenty children aged between 36 and 46 months, in a philanthropic day care center, participated in 20 play sessions. Preceding and succeeding that period, they were filmed during free play for nine days. Simultaneously, an observer recorded interactive and play behaviors, focusing on each child for two minutes, and later completed her recordings with the images captured by the cameras. Observed play was categorized as solitary, parallel, associative and cooperative. Interactive behaviors were categorized as gregarious, friendly communication focused or not on toy and unfriendly communication focused or not on toy. Data from the two observation blocks were compared by means of the Wilcoxon Test. Increased time in solitary and joint play, increased positive interactions and reduced negative interactions suggest greater engagement after teacher-guided play.
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