Histórias de criança: as narrativas de crianças asmáticas no brincar

Goulart, Claudia; Sperb, Tânia Mara

doi:10.1590/s0102-79722003000200016

Cited by 11 publications

(7 citation statements)

References 12 publications

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“…This means the more complex the play of the child, the longer their narratives (Stagnitti, 2007). The narrative in play can occur through language, and also through non-verbal communication (Goulart & Sperb, 2003), which occurred with some children in this study.…”

Section: Discussionmentioning

confidence: 81%

An investigation of the quality of pretend play ability in children with cerebral palsy

Santos

Lucisano

Pfeifer

2018

Aus Occup Therapy J

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Background Cerebral palsy (CP) describes a group of permanent disorders in the development of movement and posture due to non‐progressive disturbances during foetal or infant brain development that can result in activity limitations, including engagement in pretend play. Methods Twenty children aged four to seven years with spastic CP participated in this descriptive qualitative study. The Child‐Initiated Pretend Play Assessment (ChIPPA) clinical observations were analysed from five categories: Time, Interaction with the examiner, Imitation, Theme and Story. Results Seventy per cent (70%) of the children completed the assessment (Time), and 90% of children interacted socially with the examiner during the play (Interaction with the examiner). All children initiated their pretend play without requiring examiner demonstration (Imitation). Sixty per cent (60%) of the children were appropriate to their stage of development for Theme. Finally, 60% of the children set up a scenario, but did not develop a narrative (Story). Conclusion Qualitative aspects of the children's pretend play performance were satisfactory, showing typical play indicators in all the categories, except for ‘Story’. ‘Story’ represents more complexity in a child's pretend play ability. Therefore, a play intervention is suggested to stimulate and expand the pretend play ability of preschool children with CP.

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Section: Discussionmentioning

confidence: 81%

An investigation of the quality of pretend play ability in children with cerebral palsy

Santos

Lucisano

Pfeifer

2018

Aus Occup Therapy J

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“…For this reason, it was decided to look for other sources of information, however this time through a less restrained search in terms of sources and coverage period. This complementary literature review involved books and academic papers based on Goulart and Sperb (2008), Sigaud et al (2009), Abate (2011), Stojanovik (2011) and Chicon et al (2019) that addressed methodological instruments applied to young children, mainly in the areas of Architecture, Psychology, Education and Sociology, which proved to be fundamental for the continuity of the work.…”

Section: Complementary Literature Reviewmentioning

confidence: 99%

Research instruments on environmental quality applied to small children with Down Syndrome

2021

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Children aged between 4 to 7 years play a minor role in academic studies in Architecture and Urbanism, a situation related to the difficulty of obtaining their opinions, especially those with intellectual disabilities, such as Children with Down Syndrome (CDS). Therefore, little is known about their perception of the built environment. For this to change, instruments should be developed in order to approach these children, which could contribute both to valuing their opinion and supporting the professional practice of architects. This finding led to exploratory, qualitative and interdisciplinary research to create research tools directed to young CDS, and obtain their opinion about the built environment. The study was based on: (a) literature review; (b) expert panels, comprising 10 parents and 28 professionals. Based on this information, three research instruments were prepared: Spatial Qualification Chart, Illustrated Cards and Make-believe in a Three-Dimensional Physical Model. They are tested with eleven CDS. The results showed that: (i) the proposed instruments fit the task; (ii) some care can facilitate the work with this public; (iii) the participating children perceive and qualify the space - which justifies new research endeavors with CDS.

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“…A investigação voltou-se para a percepção espacial das crianças com SD, especificamente para sua satisfação em relação à qualidade espacial, utilizando como plano de fundo para o estudo uma sala de atendimento terapêutico de uma instituição especializada. Para tanto foram desenvolvidos três instrumentos metodológicos construídos de modo lúdico e em linguagem infantil, tendo como base: a revisão bibliográfica (ABATE, 2011;GOULART;SPERB, 2008;SANOFF, 1991;ARFOUILLOUX, 1976;ABERASTURY, 1982); as indicações de profissionais da área (QUEIROZ; ORNSTEIN; ELALI, 2017); as sugestões dos pais. Os três instrumentos foram: Prancha de Qualificação Espacial, Cartões Ilustrados e "Faz de Conta" em Modelo Tridimensional Físico (QUEIROZ, 2019), como segue: -A Prancha ..... (Figura 1) solicitou que a criança comparasse dois ambientes que lhe eram familiares, discriminando-os a partir da atribuição de corações ao favorito.…”

Section: Metodologiaunclassified

Incluir começa por ouvir: estudando a percepção ambiental de crianças com Síndrome de Down

Queiroz¹,

Ornstein²,

Elali³

2020

Blucher Design Proceedings

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A inclusão social de pessoas com deficiência (PD) é um tema em crescente evidência nos últimos 40 anos. No campo de Arquitetura e Urbanismo o assunto já resultou em inúmeras pesquisas voltadas para a acessibilidade do ambiente, quer às PDs quer à população como um todo; entre elas a escola tem sido um dos objetos de estudo mais trabalhados, em busca de maior bem-estar e qualidade de vida para seus usuários, em especial os estudantes e dentre eles as crianças-embora em geral elas sejam pouco consultadas diretamente, sobretudo aquelas com deficiência intelectual. A justificativa para essa situação está na dificuldade de entender sua opinião, e resultou no desenvolvimento de uma tese que propôs instrumentos para coleta de dados sobre a percepção do ambiente construído aplicáveis a crianças com Síndrome de Down (SD). Recortando a pesquisa realizada, este artigo tem o objetivo de apresentar alguns resultados obtidos na investigação, a fim de lançar luzes sobre a possibilidade de acatar a opinião de tais crianças na avaliação do ambiente construído. Conclui-se que as crianças com SD podem participar ativamente no processo avaliativo em AU, condição potencialmente extensível a outras pessoas com Síndrome de Down.

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Histórias de criança: as narrativas de crianças asmáticas no brincar

Cited by 11 publications

References 12 publications

An investigation of the quality of pretend play ability in children with cerebral palsy

An investigation of the quality of pretend play ability in children with cerebral palsy

Research instruments on environmental quality applied to small children with Down Syndrome

Incluir começa por ouvir: estudando a percepção ambiental de crianças com Síndrome de Down

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