Making children's perspectives matter: a qualitative approach to children's point of view when playing

Brigite Silva; Ana Pinheiro; Clara Craveiro; Paula Medeiros

doi:10.25767/se.v32i1.31666

Autores/as

Brigite Silva Higher School of Education Paula Frassinetti | PhD Integrated Researcher InED – Centre for Research and Innovation in Education | CIPAF – Paula Frassinetti Research Centre | OFEI – Observatory for the Future of Early Childhood Education https://orcid.org/0000-0002-3476-7803
Ana Pinheiro Higher School of Education Paula Frassinetti | PhD Integrated Researcher InED – Centre for Research and Innovation in Education | CIPAF – Paula Frassinetti Research Centre | OFEI – Observatory for the Future of Early Childhood Education https://orcid.org/0000-0003-3285-4003
Clara Craveiro Higher School of Education Paula Frassinetti | PhD Integrated Researcher, Lusófona University, CeiED - Interdisciplinary Research Centre for Education and Development | CIPAF – Paula Frassinetti Research Centre
Paula Medeiros Higher School of Education Paula Frassinetti | PhD Integrated Researcher InED – Centre for Research and Innovation in Education | CIPAF – Paula Frassinetti Research Centre

DOI:

https://doi.org/10.25767/se.v32i1.31666

Palabras clave:

children, toys, play, education

Resumen

Se trata de una investigación cualitativa y exploratoria cuyo objetivo es comprender las narrativas infantiles sobre el juego. A partir de una revisión de la literatura sobre el juego y los contextos que rodean a la infancia, se diseñó metodológicamente para utilizar en las entrevistas con niños de 4 y 5 años en cuatro entornos de educación infantil, en Oporto, Portugal, escuchando sus opiniones sobre sus propias experiencias y oportunidades para participar en el juego. También se decidió mantener registros de observación de su comportamiento en situaciones de juego y analizar las producciones de los niños (dibujos) que reflejaran su expresión sobre el juego. Los resultados mostraron que parece existir una noción clara por parte del niño de lo que es el juego y el uso de los juguetes. Para el niño, el acto de jugar no implica necesariamente el uso de juguetes; parece estar más relacionado con la acción en sí y la actividad. Esta perspectiva puede chocar con las concepciones que los adultos tienen sobre el juego. Este estudio aporta 10 recomendaciones para la intervención en Educación Infantil.

Biografía del autor/a

Brigite Silva, Higher School of Education Paula Frassinetti | PhD Integrated Researcher InED – Centre for Research and Innovation in Education | CIPAF – Paula Frassinetti Research Centre | OFEI – Observatory for the Future of Early Childhood Education https://orcid.org/0000-0002-3476-7803

Clara Craveiro, Higher School of Education Paula Frassinetti | PhD Integrated Researcher, Lusófona University, CeiED - Interdisciplinary Research Centre for Education and Development | CIPAF – Paula Frassinetti Research Centre

https://orcid.org/0000-0001-5367-5720

Paula Medeiros, Higher School of Education Paula Frassinetti | PhD Integrated Researcher InED – Centre for Research and Innovation in Education | CIPAF – Paula Frassinetti Research Centre

https://orcid.org/0000-0001-5306-9165

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