Actividades recreativas para motivar el aprendizaje de los niños con síndrome de Down / Atividades recreativas para motivar a aprendizagem em crianças com síndrome de Down / Recreational activities to motivate the learning of children with Down síndrome

RESUMEN Las actividades recreativas pueden potenciar diversas variables para la enseñanza de elementos diversos en niños con síndrome de Down, las cuales pueden mejorar la calidad de vida del sujeto, a través de la aplicación científica de estímulos físicos adecuados y adaptados al contexto. El objetivo de esta investigación consistió en validar teóricamente la importancia que revisten las actividades recreativas para motivar el aprendizaje de los niños con síndrome de Down desde diferentes variables de análisis. La investigación es exploratoria, de orientación descriptiva-explicativa y correlacional, se consultan a 31 especialistas de dos grupos independientes (grupo 1: especialistas nacionales: 16 sujetos; grupo 2: especialistas internacionales: 15 sujetos). Se valida la importancia de las actividades recreativas en las habilidades físicas básicas (HFB) y específicas (HFE), la formación de valores (FV), las habilidades cognitivas (HC) y la cultura lúdica (CL). Los criterios emitidos por los grupos independientes no mostraron diferencias significativas en las variables "HFB" (p=0.626), "FV" (p=0.545) y "CL" (p=0.861), y sí en las variables "HFE" (p=0.000) y "HC" (p=0.000). Se evidencia la necesidad de una actualización de conocimientos en los especialistas nacionales en las dos últimas variables descritas. De las variables analizadas, posee una mayor importancia relativa la "HFB", seguida de "HFE", la "FV", la "HC" y la "CL" respectivamente. La presente investigación sentó las bases teóricas para realizar investigaciones prácticas con una alta originalidad para el entorno ecuatoriano. Se prioriza la superación profesional de los especialistas nacionales y la implementación de acciones prospectivas de consideración.

RESUMO As atividades recreativas podem melhorar várias variáveis para o ensino de diversos elementos em crianças com síndrome de Down, o que pode melhorar a qualidade de vida da disciplina, através da aplicação científica de estímulos físicos adequados adaptados ao contexto. O objectivo desta investigação era validar teoricamente a importância das atividades recreativas para motivar a aprendizagem em crianças com síndrome de Down a partir de diferentes variáveis de análise. A investigação é exploratória, descritiva-explicativa e correlativa. Foram consultados 31 especialistas de dois grupos independentes (Grupo 1: Especialistas Nacionais: 16 temas; Grupo 2: Especialistas Internacionais: 15 temas). A importância das atividades recreativas nas competências físicas básicas (BPS) e competências físicas específicas (BPS), formação de valores (VF), competências cognitivas (CS) e cultura lúdica (LC) é validada. Os critérios emitidos pelos grupos independentes não mostraram diferenças significativas nas variáveis "HFB" (p=0,626), "FV" (p=0,545) e "CL" (p=0,861), mas diferenças significativas nas variáveis "HFE" (p=0,000) e "HC" (p=0,000). A necessidade de atualizar os conhecimentos dos especialistas nacionais nas duas últimas variáveis descritas é evidente. Das variáveis analisadas, "HFB" tem a maior importância relativa, seguido por "HFE", "FV" "HC" e "CL" respectivamente. Esta investigação lançou as bases teóricas para a investigação prática com um elevado grau de originalidade para o ambiente equatoriano. É dada prioridade ao aperfeiçoamento profissional dos especialistas nacionais e à implementação de ações prospectivas de consideração.

ABSTRACT Recreational activities can enhance various variables for the teaching of various elements in children with Down syndrome, which can improve the subject's quality of life, through the scientific application of appropriate physical stimuli and adapted to the context. The objective of this research was to theoretically validate the importance of recreational activities to motivate the learning of children with Down syndrome from different analysis variables. The research is exploratory, with a descriptive-explanatory and correlational orientation, 31 specialists from two independent groups are consulted (Group 1: National Specialists: 16 subjects; group 2: international specialists: 15 subjects). The importance of recreational activities in basic (HFB in Spanish) and specific (HFE in Spanish) physical skills, the formation of values (FV in Spanish), cognitive skills (HC in Spanish) and ludic culture (CL in Spanish) is validated. The criteria issued by the independent groups did not show significant differences in the variables "HFB" (p=0.626), "FV" (p=0.545) and "CL" (p=0.861), but in the variables "HFE" ( p=0.000) and "HC" (p=0.000). The need for an update of knowledge in national specialists in the last two variables described is evident. Of the variables analyzed, "HFB" has a greater relative importance, followed by "HFE", "FV", "HC" and "CL" respectively. The present research laid the theoretical foundations to carry out practical researches with a high originality for the Ecuadorian environment. The professional improvement of national specialists and the implementation of prospective actions of consideration are prioritized.

A "Caravana Lúdica": reminiscência e vivências da cultura lúdica infantil, na velhice / The "Caravan Ludic": reminiscence and experiences of children's play culture, in old age / La "Caravana Lúdica": la reminiscencia y las vivencias de la cultura lúdica infantil, en la vejez

Trata-se de um relato de experiência, que descreve a organização pedagógica, bem como as impressões advindas do projeto intitulado: Caravana Lúdica, objetivando conhecer as percepções dos/as velhos/as sobre suas experiências lúdicas do passado, participantes que são eles/elas da Associação Remanso Fraterno João Gabriel em Cáceres, MT, Brasil, onde foram convidados a revisitar os artefatos e os conteúdos da cultura lúdica infantil, tornando, assim, tais experiências partilháveis aos demais.

It is an experience report that describes the pedagogical organization as well as the impressions coming from the project entitled: Caravana Lúdica, aiming to know the perceptions of old people about their past experiences of play, participants who are them of the Associação Remanso Fraterno João Gabriel in Cáceres, MT, Brazil, where they were invited to revisit the artifacts and contents of the children's play culture, thus making such experiences shareable to others.

Se trata de un relato de experiencia, que describe la organización pedagógica, así como las impresiones provenientes del proyecto titulado: Caravana Lúdica, con el objetivo de conocer las percepciones de los/as viejos/as sobre sus experiencias lúdicas del pasado, participantes que son ellos/ellas de la Asociación Remanso Fraterno João Gabriel en Cáceres, MT, Brasil, donde fueron invitados a revisar los artefactos y los contenidos de la cultura lúdica infantil, haciendo así tales experiencias compartibles a los demás.

Transformaciones lúdicas: Un estudio preliminar sobre tipos de juego y espacios lúdicos / Playful transformations: A preliminary study on type of play and type of setting

En la actualidad las modalidades lúdicas de los niños se han ido modificando. En las últimas décadas, en la Ciudad Autónoma de Buenos Aires se han producido cambios en los espacios lúdicos, que llevan a los niños a realizar cada vez más actividades en espacios privados o semipúblicos, haciendo variar su manera de jugar. El objetivo del estudio que se informa fue describir y analizar las transformaciones lúdicas, a partir de los juegos de los niños, los espacios y la percepción, y el recuerdo de personas pertenecientes a distintas generaciones. Participaron 516 sujetos de estrato social medio, agrupados en cuatro franjas de edad: niños, adolescentes, jóvenes y adultos y se les administró el Cuestionario Semiestructurado sobre Juegos (Stefani, Andrés & Oanes, 2010). Los datos obtenidos fueron clasificados de acuerdo a los diferentes tipos de juegos y espacios lúdicos, a fin de describir semejanzas y diferencias entre las respuestas dadas por los diferentes grupos de la muestra. Además se calcularon frecuencias y porcentajes de los juegos y de los espacios predominantes por edad. A fin de evaluar la asociación entre las variables tipo de juegos y tipo de espacios con las distintas franjas de edad, se aplicó la prueba de independencia de atributos chi-cuadrado. Los resultados permiten observar que los juegos se fueron transformando junto con los espacios donde se desarrollan, llevando a los niños a realizar sus prácticas cada vez más puertas adentro.

Nowadays, children’s play culture has changed. Over the last few decades, in Buenos Aires City, there have been many changes in play settings, which lead children to carry out activities in private or semi-public environments, modifying the way in which they play. Children’s play, understood as a space where children formerly trained their different skills, is being increasingly influenced by new technologies. At the same time, these new environments allow children to have new experiences. Children’s play has been changing as time goes by; some games have been passed down, such as traditional games; some others have been modified, for example role-playing, and others have disappeared or tend to do so. Digital options for children, which offer play and interactivity, are fully in line with the logic of consumption and they vary according to social economical level. New generations incorporate these tools since their childhood, modifying childlike habits which held good for decades. We find that some decades ago, children used to play group games outdoors, on the streets around their neighborhood, at parks or at sport centers. Games such as elastics, hide and seek, skipping the rope, etc. were played on a daily basis while an adult was looking after the children. Nowadays, due to insecurity in the streets, children play indoors, in closed environments, or in private or institutional settings, and they play individually. The objective in conducting this study was to describe and analyze the changes in play habits which have been taking place, from information taken from research on children’s play, play settings, and perception and recollection from subjects belonging to different generations. In this study, 516 participants belonging to the middle class in Buenos Aires City (Argentina), who were grouped in four age ranges: young children, adolescents, young adults and adults, were given a semi-structured questionnaire (Stefani, Andrés & Oanes, 2010). About play formats N and A which has been devised to build up knowledge about different types of play and play settings across generations. The constant comparison method was used to classify the obtained data into different types of play and play settings, in order to describe similarities and differences among the answers given by each study group. Furthermore, frequencies, averages, mean, median, and standard deviation prevailing in each age group were drawnfromthat. Statistically significant proof tests were per -ormed: analysis of factor variance for the variable Type of play, and Chi-square Attribute Independence Test for the variable Type of setting. The results allow us to observe that play habits have been changing together with the places where they are developed, leading children to carry out their playful activities primarily indoors. Traditional games are shared by all generations, with slight variations, but without altering their essence, many of them consist of physical play like chase (chasing games), and hide and seek. Pretend / role-play has changed, as children use technology to play, increasingly incorporating electronic devices that grown-ups use for their work and social activities. In this way it is observed that play reflects and reproduces society. We are in a moment of transition, changes in play habits and settings will make an impact on the way new generations build emotional and social skills. This leads us to think that this moment of transition, or experience crisis, comprises new possibilities, but at the same time, new risks such as individualism, isolation, negation of the other as a fellow human being, as the use of technology is basically an individual activity. A new virtual agora has been incorporated, with a new social order in which children are just one click away from socializing and opening the door to go out to play.

Brinquedoteca: a valorização do lúdico no cotidiano infantil da pré-escola / Toy library: making the most of playing in the daily life of pre-school children

O fenômeno da brincadeira infantil é complexo e está presente em todas as culturas, cada qual com suas especificidades. Nesse sentido, a cultura lúdica é um importante fator na determinação das brincadeiras. O presente artigo tem como objetivo sintetizar conceitos como cultura lúdica, brincar, brincadeira, bem como demonstrar a importância do brincar para o desenvolvimento humano, partindo dos pressupostos da psicologia histórico-cultural, especificamente de Vygotsky. Também é feito relato de experiência em uma brinquedoteca instalada em uma creche filantrópica. A brinquedoteca atende aproximadamente a 150 crianças de três meses à seis anos. Por meio da análise teórica e do relato de experiência, pode-se concluir que a brinquedoteca é um espaço que valoriza um aspecto fundamental do cotidiano infantil e constitui-se como um espaço privilegiado para a produção de conhecimento sobre a infância e o desenvolvimento infantil.

The phenomenon of children's play is complex, and it is present in every culture, each with its own specificities. In this sense, playful culture is an important factor in determining the types of play in certain life periods. The purpose of this paper is to synthesize concepts such as playful culture and playing behavior, as well as to point out the importance of playing for human development. It has been taken as theoretical background the premises from historical-cultural psychology, specifically Vygotsky’s. In addition, the paper includes a report of the experience in a toy library situated in a nonprofit day care center in Florianopolis. The toy library assists approximately 150 children from 0 to 6 years-old. Through both the theoretical analysis and the reported experience, it has been conclude that the toy library is a space that promotes a fundamental aspect in children’s every day lives, and it constitutes a privileged space for producing knowledge regarding childhood and children’s development.