Desafiando Crianças a Pensar: Intervenção Com Jogos E Processos De Desenvolvimento

Abstract

The aim was to analyze records about procedures and attitudinal dimensions of children during the second semester of an intervention program with game workshops. The research investigated if data recorded showed that the strategy procedures improved in quality and if the attitudinal dimensions related to time and interaction showed progress, due to the self-regulation process, grasp of consciousness and executive functions. The method consisted in analyzing information about ten children, one by one, from two registration protocols (about playing games and attitudes). Results showed that: (1) children reached high scores (3 or 4) regarding procedures; (2) there was improvement in aspects related to time and interaction I (with oneself); and (3) in interaction II (with the others) low scores still occur, indicating need of new interventions. The study concluded that the interventions held at the second semester have led to imbalances (disequilibrium) that have enhanced awareness of the difficulties and, at the same time, strengthened the need to mobilize resources to overcome them. This is a semester that leads children to make changes and achieve higher scores as well as announces those that are yet to be consolidated in the third and last semester of the program.