Relevant bibliographies by topics / Games and toys

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Games and toys'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Games and toys"

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Kabapinar, Yucel. "The implementation of oral history on child games and toys: Computer games versus hand-made toys." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (June 28, 2017): 431–38. http://dx.doi.org/10.18844/gjhss.v3i1.1800.

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Ruggiero, Mark. "Toys, Games, and Media." Journal of Developmental & Behavioral Pediatrics 27, no. 5 (October 2006): 419. http://dx.doi.org/10.1097/00004703-200610000-00012.

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Thalava, R. "Toys and potentially lethal games." Archives of Disease in Childhood 90, no. 4 (April 1, 2005): 372. http://dx.doi.org/10.1136/adc.2004.068353.

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Smirnova, E. O. "Modern Toys: Risks and Dangers (Materials from the Workshop at the MSUPE Center for Play and Toys)." Cultural-Historical Psychology 12, no. 2 (2016): 86–89. http://dx.doi.org/10.17759/chp.2016120209.

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The article presents the seminar which is based on the “harmful” toys. This seminar was organized in the Centre of games and toys in MSUPE. The theme of the seminar is linked with the requirements of the public and parental controls to restrict the production and sale of these toys which can harm the mental health and the development of children. The discussion was attended by the leading child psychiatrists, psychotherapists and psychologists. They discussed the issues that were associated with the risks and hazards from the toys, and the possibility of studying the potential harmful effects of toys. All participants of this discussion were agree with this fact, that a toy itself cannot harm a mental health, while at the same time, a toy (along with cartoons, multimedia, games and so on.) takes part in the formation of certain needs and views of children. This workshop demonstrated the complexity of the problem and the necessity for its further development.
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Tracy, Dyanne M., and Mary S. Hague. "Toys ‘R’ Math." Mathematics Teaching in the Middle School 2, no. 3 (January 1997): 140–59. http://dx.doi.org/10.5951/mtms.2.3.0140.

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Play is children's work: “… play, games and cognitive development are functionally related” (Sutton-Smith 1971, 258). Children eveywhere, in every time period, from every culture and economic class enjoy playing with toys. Toys are learning tools; whether handmade or commercially produced, they help children prepare for their adult lives. Children's toys are frequently small-scale representations of objects from the adult world.
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Luxon, L. M. "Toys and games: poorly recognised hearing hazards?" BMJ 316, no. 7143 (May 16, 1998): 1473–80. http://dx.doi.org/10.1136/bmj.316.7143.1473.

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Kezia, Regina Angelica, Mugijatna Mugijatna, and Wakit Abdullah Rais. "The Effect of Globalization and Modernisation on Selling Power Decrease of Toys Street-Seller in the City." International Journal of Multicultural and Multireligious Understanding 5, no. 4 (May 6, 2018): 249. http://dx.doi.org/10.18415/ijmmu.v5i4.268.

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This research studies several toys street-seller in the city, whose data is obtained through electronic paper media. This research has a purpose to describe how globalization and modernisation contribute to the decrease of appeal towards toys, which are sold in the street. The method used in this research is qualitative method. The theory used is the theory of William Ogburn concerning the culture barrier and subject of modernisation. The result of this research shows that the main cause of decrease of appeal towards toys street-seller is due to dispersion of mobile games because of globalization and modernisation, besides the intricate regulations on toys standard which caused the high price tag on toys which are sold on the street, that resulted in the proliferation of mobile games.
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Oncu, Elif Celebi, and Esra Unluer. "Preschooler's Views About Gender Related Games and Toys." Procedia - Social and Behavioral Sciences 46 (2012): 5924–27. http://dx.doi.org/10.1016/j.sbspro.2012.08.006.

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Nawrot-Borowska, Monika. "Zabawy i zabawki dziecięce w drugiej połowie XIX i na początku XX wieku – wybrane problemy z wykorzystaniem grafik z epoki." Biuletyn Historii Wychowania, no. 30 (February 8, 2019): 65–88. http://dx.doi.org/10.14746/bhw.2013.30.5.

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Games and children’s toys in the second half of the nineteenth and early twentieth centuries – selected aspects of using graphics from the periodThe aim of the article is to present aspects of selected games and children’s toys in the second half of the nineteenth and early twentieth centuries. The inspiration for the consideration will be graphics from the press and (mainly children’s) literature of the period, accompanied by a description of the games and toys presented in them. The sources providing the graphics will be educational literature and guides, and guides to the health and hygiene of children and teenagers. These texts can be useful in studying history, whether in the classroom or during seminars on the history of education
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Smirnova, Elena O. "Play and Toy in the frame of Cultural-Historical Psychology." Revue internationale du CRIRES : innover dans la tradition de Vygotsky 4, no. 1 (September 21, 2017): 187–94. http://dx.doi.org/10.51657/ric.v4i1.41002.

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The intention of this paper is to show the specific of L. S. Vygotsky’s approach to child play and toy as the tool of play. Vygotsky paid special attention to pretend play the essence of which consists in a divergence of the imagined and real situation. Such play promotes the development imagination, thinking, self-control, voluntary behavior, self-awareness, social interrelationship, emotional intelligence. The main tools of a children play are toys. Functions and characteristics of toys are presented. It is indicated that the good toys should be open for various actions and the ideas of the child. However the majority of modern toys are equipped with technical devices which don’t allow the child to show his/her own activity. Playing with such toys comes down to a putting buttons that unlike a pretend play doesn’t develop the abilities in the child. Tech toys, and electronic games present a new developmental situation and it is necessary to study the impact this kind of activities have on the development of young children. In the last part of article criteria of psychological examination of toys are presented.
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Dissertations / Theses on the topic "Games and toys"

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Layne, Jaime Marie. "The enculturative function of toys and games in ancient Greece and Rome." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/9209.

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Thesis (M.A.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of History. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Delgado, Neto Geraldo Gonçalves. "Uma contribuição a metodologia de projeto para o desenvolvimento de jogos e brinquedos infantis." [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/264525.

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Orientador: Franco Giuseppe Dedini
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Mecanica
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Resumo: Verifica-se que a indústria de brinquedos representa, no mercado, um dos setores mais dinâmicos em termos de criação, uma vez que as novidades impulsionam as vendas. Sua própria história evidencia que se trata de um setor progressista, inovador e dinâmico por excelência. Na criação de novos produtos, é alto o risco de insucesso. Assim a metodologia de projeto é uma ferramenta fundamental para diminuir estes riscos e garantir o mínimo de perdas e deixar em aberto as possibilidades de desenvolvimento de novos produtos que se baseiam em soluções comuns. Este trabalho apresenta uma revisão sobre metodologia de projeto, a indústria de brinquedos no Brasil e algumas das principais ferramentas de projeto, além de uma aplicação em ambiente windows de uma metodologia de referência para o desenvolvimento de jogos e brinquedos infantis. Levando em conta as variáveis que se relacionam com as necessidades da indústria, o software Criabrinq apresentará metodologias e ferramentas, e aplicações destas através de exemplos dedicados a jogos e brinquedos infantis
Abstract: The industry of toys represents one of most dynamic setors of market for creation question, since the sales are stimulated for news. Its own history shows that this sector is progressive, innovate and dynamic for excellence. In the creation of new products, the failure risk is high, thus the project methodology is a basic tool to reduce these risks and to guarantee the minimum of losses and to allow different possibilities of development of new products using basic solutions. This document presents a review about methodology of project, the industry of toys in the Brazil and the main tools of project. Also, it shows an application at Windows environment of a methodology which makes referent to a development of infantile games and toys. This software will become visible that this methodology can be applied for different projects
Mestrado
Mecanica dos Solidos
Mestre em Engenharia Mecânica
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Kruger, Katherine. "Child's play, toys and pure games : revising the romantic child in Henry James, Elizabeth Bowen and Don DeLillo." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/79024/.

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Bernardes, Elizabeth Lannes. "Crianças, televisão e brincadeiras = uma das histórias possíveis." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251134.

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Orientador: Elisa Angotti Kossovitch
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este estudo tem como objeto investigar as relações que as crianças estabelecem entre a televisão e seus modos de brincar e inseridos em uma sociedade contemporânea, tecnológica. Os participantes da pesquisa são crianças com idades entre sete a nove anos, alunas de uma escola privada da cidade de Uberlândia - MG. Foi utilizada a metodologia etnográfica, por meio de registro de dados relativos às formas de brincar no espaço escolar e de apropriação do universo televisivo realizado por essas crianças, ao expressá-lo, em suas atividades lúdicas. Utilizamos a observação participante, diário de campo, fotografias, filmagens, conversas informais e entrevistas semi-estruturadas, registradas com um gravador digital. Isso nos possibilitou entender que brinquedos/brincadeiras se transformam com o tempo, em que conceitos e definições se sobrepõem, em conformidade com o avanço científico-tecnológico, determinado pelas mutações sociais. Mutações essas inseridas em um contexto mais amplo, na história da sociedade, de que fazem parte a urbanização da população, o crescimento e a mecanização das cidades, desumanizando o espaço urbano. Chamou-nos a atenção a diferença de gênero no brincar e jogar, ou seja, meninos e meninas têm temáticas diferentes, determinadas pela cultura; entretanto, ambos criam valores e (re) criam culturas infantis. Também as brincadeiras mudam a sua representação, em sua maioria, mas preservam a sua essência, como nos resultados deste estudo, em que a televisão se presta a alimentar as brincadeiras. Por outro lado, nem todo conteúdo veiculado é incorporado às práticas lúdicas. Daí, ser imprescindível que o universo televisivo seja conectado às estruturas das brincadeiras, que se alteram menos do que as representações e suas contextualizações.
Abstract: This study aims to investigate the relations that children establish between television and their way of playing, inserted in a contemporary, technological society. The participants of this research are children in age between nine to seven years old, students from a private school of Uberlandia-MG. An ethnographic methodology has been used by mean of data registration related to the ways of playing in the scholar space and the appropriation of the television universe realized by these children, when this is expressed in their playful activities. We have used the participant observation, diary of field, photographs, films, informal conversations and semistructured interviews recorded by a digital recorder. This enabled us to understand that games/plays are transformed with time, where concepts and definitions overlap themselves, in accordance to the scientific and technological advance, determined by social mutations. Mutations, these, inserted in a wider context, in the society history, of which urbanization, increase of the population and mechanization of the cities are part - what dehumanizes the urban space. It has drawn our attention, the difference of gender at the play. Boys and girls have different themes, determined by culture; however, both create values and (re) create infant cultures. Also, the plays change their representation, in its majority, but preserve their essence, as in the results of this study, where the television lends itself in feeding the plays. By the other side, not all content aired on television is incorporated to the playful practices. So, it is indispensable that the television universe is connected to the structure of plays, which are less changed than the representations and their contextualization.
Doutorado
Educação, Sociedade, Politica e Cultura
Doutor em Educação
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Teixeira, Maria das Graças de Souza. "Infância, sujeito brincante e práticas lúdicas no Brasil oitocentista." Faculdade de Filosofia e Ciências Humanas, 2007. http://repositorio.ufba.br/ri/handle/ri/13615.

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A tese de doutorado intitulada Infância, sujeito brincante e práticas lúdicas no Brasil oitocentista aborda questões relativas à criança no seu universo lúdico, buscando discutir esse universo como o espaço privilegiado de relações sociais e o lugar em que a criança, como sujeito brincante, produz cultura e nesse processo participa da cultura geral. Por este caminho, busco discutir e desmistificar a idéia da criança como um indivíduo a ser modelado, reflexo do mundo do adulto, pois é no dia-a-dia que a criança se insere no mundo e constrói o seu próprio. Para tanto, trabalhamos com uma bibliografia especializada sobre infância, ludicidade e memória, além do arcabouço teórico-metodológico da história. As fontes foram identificadas, coletadas e trabalhadas em arquivos, museus e bibliotecas no Brasil e na Europa, além do uso da iconografia e da literatura dos viajantes que estiveram no Brasil no período estudado. Foi possível mapear o circuito de produção, distribuição e venda do brinquedo em diversos espaços na sociedade, além de evidenciar que a criança brinca e no seu brincar ela subverte a ordem estabelecida, cria novos objetos e dá vida a outros. Por fim, a criança é parte da história e se constitui em ator e sujeito de sua própria existência no Brasil oitocentista. The doctorate thesis entitled “Childhood, a player subject and ludic practices in Brazil during the 19th century” approaches questions related to the child in his/her ludic universe. This document is in search of discussing this universe as a privileged space of social relationships and the place where the child, as a player subject, produces culture and as a consequence of this process he/she actively participates in the general culture. In doing so, I am looking forward to discussing and to demystifying the idea of a child as an individual to be modeled, as a reflex of the adult's world, because it is in the day by day that the child interferes in the world and builds his/her own one. To achieve this, we have worked with a specialized bibliography about childhood, ludicity and memory, besides the theoretical-methodological outline of the history. The sources were identified, collected and worked at files, museums and libraries in Brazil and in Europe, besides the use of the iconography and of the travelers' literature that were in Brazil during the studied period. It was possible to map the production circuit, distribution and sale of the toys in several spaces in the society, besides evidencing that the child plays and in doing so he/she subverts the established order, creates new objects and gives life to other ones. Finally, the child is part of the history and is the actor and the object of his/her own existence in the Brazil of the 19th century.
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Guerra, Vera Lucia. "Temporadas de brincadeiras." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-02092009-144325/.

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Este trabalho investigou a existência de marcas de sazonalidade no repertório lúdico infantil, verificando as relações entre lúdico, calendários, condições climáticas, elementos da flora e da fauna, festa e eventos sociais e religiosos, crenças, comércio e meios de comunicação. Cada jogo, brinquedo ou brincadeira foi analisado em seu contexto, considerando o período, o espaço e o ambiente em que foi realizado. A pesquisa qualitativa seguiu por caminhos da etnografia, da antropologia e da história cultural, e usou três tipos de fontes. O primeiro, constituído pelos registros dos estudiosos do brinquedo e do folclore brasileiro, português e espanhol, e textos memorialísticos e autobiográficos de autores brasileiros. O segundo, constituído por agências governamentais, grupos de preservação da cultura, artistas e museus portugueses, espanhóis, franceses, italianos e brasileiros. O terceiro refere-se à pesquisa empírica realizada em espaço de lazer e de circulação na zona urbana de Maracaju (MS). A comparação e análise dos dados indicam que as práticas lúdicas acompanham as transformações ocorridas na natureza, nos modos de produção, comunicação e de organização social de cada grupo. Dessa estreita ligação evidenciam-se as marcas sazonais, ou os fatores que favorecem ou interferem no brincar. Tais marcas não são localizadas apenas nas estações climáticas, mas nas significações simbólicas diferentes. Constatou-se a existência de temporadas de brincadeiras, apesar das alterações do repertório lúdico e das condições em que é praticado.
This paper investigated the seasonality marks in the infantile playfulness repertoire, checking the relationship between playfulness and calendars, climate conditions, flora and fauna elements, social and religious feasts and events, beliefs, trade and media. Each play, toy or game was analyzed in its context, considering the period, space and environment it was played. This qualitative study was based on ethnography, anthropology and cultural history, and three kinds of sources were used. The first one took records of experts in Brazilian, Portuguese and Spanish toys and folklore, and memoirs and autobiographical texts of Brazilian authors. The second source was made up of government agencies, groups of culture preservation and Brazilian, Italian, French, Spanish and Portuguese artists and museums. The third kind of source is related to the empirical research carried out on leisure and outdoor spaces in the urban zone of Maracaju (MS). The comparison and data analysis indicate that playful practices accompany the transformations occurred in nature, in the ways of production, communication and social organization of each group. This close relationship revealed seasonal marks, or the factors which favor or interfere with playing. Such marks are not localized only in the climate seasons, but in the diverse symbolic meanings. It was observed that there are seasons for playing, in spite of the alterations in the playfulness repertoire and the conditions in which playing occurs.
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Silva, Carla Cilene Baptista da. ""O lugar do brinquedo e do jogo nas escolas especiais de educação infantil"." Universidade de São Paulo, 2003. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-18092003-175503/.

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O presente trabalho buscou investigar o brincar de crianças com deficiência mental em escolas especiais de educação infantil. Para tanto, teve por objetivos: identificar os jogos e brinquedos disponíveis e mais utilizados; investigar como essas atividades eram realizadas e, por fim, investigar também a concepção sobre o brincar e seu significado, atribuído pelas professoras. Participaram da pesquisa 15 professoras de educação especial, de 5 escolas especiais da cidade de Campinas. Foi utilizado um questionário check-list para identificar a disponibilidade e a freqüência de uso dos materiais lúdicos. Posteriormente, foram realizadas entrevistas semi-estruturadas para verificar como esses materiais eram utilizados e investigar a concepção e a importância do brincar entre as professoras. O referencial teórico deste trabalho reportou-se a autores como Itard, Séguin e Decroly, que representam as origens desta prática na educação especial, pois desenvolveram métodos e técnicas utilizando-se de jogos nas suas variadas acepções, aplicando-os a crianças deficientes mentais. Baseia-se também nos trabalhos sobre o jogo na educação e no desenvolvimento infantil, tendo como referência teórica Vygotsky, Leontiev e a perspectiva sócio-cultural representada por Brougère. A análise e a discussão dos resultados encontrados permitiram a formulação de algumas reflexões sobre a utilização de jogos e brincadeiras na prática educacional com crianças deficientes mentais. Por fim, buscou-se contribuir para a valorização das capacidades dessas crianças, sugerindo alternativas de reorganização das estratégias de ação dos professores e de outros profissionais da área, com base em uma perspectiva lúdica.
The present work tried to investigate the playing of mentally disabled children at special schools of child education. To do so, we aimed to identify the most used games and toys available, investigate how these activities were carried out, and, finally, also investigate the conception of playing and its meaning, according to teachers. Fifteen special education teachers in five special schools in the city of Campinas participated in the research. A check-list questionnaire was used to identify the availability and the frequency of use of materials. Later, semi-structured interviews were performed to verify how these playful materials were used and to investigate the conception and the importance of playing to the teachers. The theoretical reference of this work goes back to authors such as Itard, Séguin and Decroly, who developed methods and techniques using games in their different senses, applicable to mentally disabled children and which represent the origins of this practice in special education. It is also based on the works about playing in child education and development, theoretically referring to Vygotsky, Leontiev and the social-cultural perspective, represented by Brougère. The analysis and the discussion of the found results have allowed the formulation of some reflections about the use of games and playing in the educational practice with mentally disabled children. Finally, we tried to contribute to the appreciation of the skills of such children, suggesting alternatives to the reorganization of the action strategies by teachers and other professionals in the area, based upon a playful perspective. RÉSUMÉ SILVA, Carla Cilene Baptista da. La place du jeu et du jouet dans les écoles spéciales d’éducation infantile. São Paulo, 2003. 185p. Thèse Doctorat. Institut de Psychologie, Université de São Paulo. Ce travail a cherché à comprendre le jeu d’enfants handicapés dans des écoles spéciales d’éducation infantile. Pour ce faire, il a eu trois buts: identifier les jeux et les jouets disponibles et plus utilisés; découvrir comment ces activités étaient réalisées et aussi examiner la conception sur l’acte de jouer et sa signification, selon les professeurs. Quinze professeurs d’éducation spéciale, appartenant à cinq écoles spéciales de la ville de Campinas, ont participé de cette recherche. Un questionnaire chest-list a été employé pour identifier la disponibilité des matériels ludiques et la fréquence de leur usage. Dans la suite, des interviews semi-structurées ont été faites pour vérifier comment ces matériels ont été utilisés et pour découvrir l’importance de l’acte de jouer pour les professeurs. Le référentiel théorique de ce travail se base sur des auteurs tels que Itard, Séguin et Decroly, qui ont développé des méthodes et des techniques où les jeux sont utilisés dans leurs plus diverses acceptions, les mettant en pratique avec des enfants handicapés mentaux et qui représentent l’origine de cette pratique dans l’éducation spéciale. Nous nous sommes aussi fondés sur les travaux à propos du jeu en éducation et dans le développement infantile, prenant comme référence théorique Vygotsky, Leontiev et la perspective socio-culturelle représentée par Brougère. L’analyse et la discussion des résultats obtenus ont permis la formulation de quelques réflexions sur l’utilisation de jouets et des jeux d’enfants dans la pratique éducationnelle auprès des enfants handicapés mentaux. Enfin, on a cherché à contribuer à la valorisation des capacités de ces enfants, ainsi on suggère des alternatives de re-organisation d’action des professeurs et d’autres professionnels du secteur, s’appuyant sur une perspective ludique.
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Loebenberg, Abby. "Play, risk and children's sociality in urban Vancouver." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:1d3965dc-f97b-48a5-bb9a-55dd58a56c20.

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This thesis demonstrates how children challenge the boundaries adults place on them, out of concern for their safety, through child-specific cultural practises. The thesis argues that these boundaries emerge from contemporary changes in the perception of risk to children and have driven the systematic limitation of spaces that children are allowed to experience on their own. Based on data collected among elementary school-age children during twelve months of fieldwork (2008-2009), across multiple sites in the city of Vancouver, Canada, I argue that children creatively adapt to spatial and social limits imposed on them through play, consumption and exchange. Moreover, the research demonstrates that through gathering social knowledge and experimenting with self-presentation and systems of social order, children create a sophisticated peer culture. This incorporates social differentiations and hierarchies that differ from those of adult society however, are interdependent with it. My work thus challenges the position of children as objects and ‘anecdotes’ in anthropology: considered ‘works in progress’ and lacking full status as persons in society. Rather, I argue that they should be treated as competent social actors in their own right with their own social meanings and cultural practises.
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Grégoire, Carole. "Les stratégies d'influence des enfants (de 7 à 11 ans) et des adolescents (de 12 à 15 ans) pour obtenir des produits désirés." Thesis, Lyon 3, 2011. http://www.theses.fr/2011LYO30095.

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Cette thèse a pour but d’étudier les stratégies d’influence des enfants et des adolescents lorsqu’ils demandent à leurs parents de leur acheter des jeux et jouets ou des vêtements de marque. Elle a également pour but de vérifier s’il y a des différences entre les stratégies d’influence des enfants et celles des adolescents. Les enfants de cette étude ont entre 7 et 11 ans et appartiennent au stade opératoire concret du développement cognitif de Piaget (1975). Les adolescents, quant à eux, ont entre 12 et 15 ans et appartiennent au stade opératoire formel du développement cognitif de Piaget (1975). Après une revue de la littérature (sur l’enfant-consommateur et l’adolescent-consommateur) et grâce à une étude qualitative auprès d’enfants et d’adolescents, un modèle conceptuel a été élaboré. Une étude descriptive a été menée auprès de 132 enfants et 119 adolescents pour étudier comment les enfants et les adolescents influencent leurs parents pour l’achat de produits qu’ils désirent. Le rôle modérateur de certaines variables est aussi affirmé, d’autres infirmé
The aim of this dissertation is to study the strategies of influence of children and teenagers when they ask their parents to buy them games, toys and brand clothing. The aim is also to verify whether or not there are differences between the strategies of influence of children, and those of teenagers. The children in this study are between age 7 and 11, and belong to the concrete operational stage of Piaget’s cognitive development theory (1975). The teenagers are between age 12 and 15, and belong to the formal operational stage of Piaget’s cognitive development theory (1975). After a literature review on children consumers and teenage consumers, and thanks to a qualitative study conducted among children and teenagers, a conceptual model was elaborated. A descriptive study was carried out among 132 children and 119 teenagers in order to study how children and teenagers influence their parents into buying goods that they want. The moderating role of some variables is also confirmed, that of others is invalidated
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Mandelli, Roberta Rech. "A contribuição do design para o desenvolvimento da experiência empática em crianças de idade escolar." Universidade do Vale do Rio dos Sinos, 2018. http://www.repositorio.jesuita.org.br/handle/UNISINOS/6997.

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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Para além da área de design emocional que trabalha com a evocação e prevenção de emoções efêmeras, destacam-se novas pesquisas que tem como foco a experiência afetiva de uma forma mais abrangente e duradoura. Entre elas, evidencia-se o Design para o Desenvolvimento Humano, campo de estudos que tem como um dos focos entender de que forma o design pode contribuir - por meio de brinquedos e brincadeiras que estimulem o aprendizado de habilidades sociais - para que as crianças manifestem um comportamento socialmente competente. Dentre das habilidades sociais, escolheu-se trabalhar com a empatia, que é definida como uma expressão afetiva que compreende e compartilha as experiências do outro. A proposta deste trabalho foi pesquisar de que forma o design de brinquedos e brincadeiras - a partir de diretrizes de projeto - pode auxiliar no estímulo da experiência empática em crianças na idade escolar. Para isso, utilizou-se o método de pesquisa-ação. Foram efetuadas reuniões com especialistas - designer e psicólogos - para elaboração de diretrizes projetuais. Estas foram utilizadas em uma ação projetual que se concretizou no jogo eu também!. Foram efetuadas oito rodadas de coleta de dados com grupos de quatro crianças do terceiro ano do ensino fundamental interagindo com o jogo desenvolvido. Uma Análise de Conteúdo dessas partidas permitiu a observação de comportamentos empáticos - manifestados pelas falas e ações - das crianças interagindo a partir das dinâmicas propostas pelo jogo. Uma discussão dessas respostas buscou validar a eficácia das diretrizes que nortearam o projeto, das quais as seguintes foram verificadas: projetar considerando o estágio da vida escolar em que as crianças se encontram; se enquadrar dentro da esfera de gênero neutro; promover o engajamento; possuir uma temática lúdica e fantástica; utilizar personagens; estimular a troca de perspectiva; explorar os motivos das revelações que emergirem no jogo; buscar diferentes níveis de complexidade nas dinâmicas; falar sobre emoções e sentimentos; estimular a autorrevelação; e incentivar a colaboração.
Beyond the field of emotional design that studies ways to evoke and prevent ephemeral emotions, it is possible to highlight new research that focus on affective experience in a more embracing and lasting view. Among them is the design for human development, which aims to understand how design may contribute - through toys and games that stimulate the learning of social skills - so that children manifest socially competent behavior. Within social skills, we have chosen to work with empathy, which is defined as an affective expression that enables understanding and sharing experiences of another. The purpose of this work is to investigate how the design of toys and games - from design guidelines - can help to stimulate the empathic experience in children of school age. For that, we used the action research methodology. Meetings were held with specialists - designers and psychologists - to elaborate project guidelines. These were used in a project that resulted in a game called me too! (eu também!). The data was gathered from eight rounds with groups of four children in the third year of elementary school interacting with the developed game. A content analysis of these data allowed the observation of empathic behavior - manifested through speeches and actions - of those children when interacting with each other in the dynamics proposed by the game. A discussion of these responses related to each of the project guidelines sought to validate their effectiveness, of which the following were verified: design considering the stage of school life of children; to fit within the neutral gender sphere; to promote engagement; to have a ludic and fantastic theme; use characters; stimulate the exchange of perspective; explore the reasons of the revelations that emerge in the game; seek different levels of complexity in the dynamics; talk about emotions and feelings; stimulate self-revelation; and encourage collaboration.
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Books on the topic "Games and toys"

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Toys and games. London: Franklin Watts, 2009.

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McNiven, Helen. Toys and games. New York: Thomson Learning, 1995.

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Toys and games. London: Franklin Watts, 2007.

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Canada. Industry, Science and Technology Canada. Toys and games. Ottawa, Ont: Industry, Science and Technology, 1988.

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Philip, Steele. Toys and games. New York: F. Watts, 1999.

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Williams, John. Toys and games. Austin, Tex: Raintree Steck-Vaughn, 1998.

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Thomas, Ron. Toys and games. Basingstoke: Macmillan, 1988.

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Nixon, James. Toys and games. [Place of publication not identified]: Franklin Watts Ltd, 2012.

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Canada. Industry, Science and Technology Canada. Toys and games. Ottawa: Industry, Science and Technology Canada, 1991.

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Helen, Marsden, ed. Yesterday's toys and games. London: Collins Educational, 1996.

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Book chapters on the topic "Games and toys"

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Friedes, Harriet. "Toys and Games." In The Preschool Resource Guide, 133–55. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-6315-4_8.

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Madej, Krystina. "Toys and Games." In Physical Play and Children’s Digital Games, 33–52. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42875-8_4.

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Shumka, Leslie J. "Toys and Games." In A Companion to Ancient Education, 452–63. Hoboken, NJ: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781119023913.ch31.

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Hung, Patrick C. K., Farkhund Iqbal, and Benjamin Yankson. "Smart Toys." In Encyclopedia of Computer Graphics and Games, 1–2. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-08234-9_196-1.

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Seriff, Suzanne. "Holocaust War Games: Playing with Genocide." In Toys and Communication, 153–70. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-59136-4_10.

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Milkaite, Ingrida, and Eva Lievens. "The Internet of Toys: Playing Games with Children’s Data?" In The Internet of Toys, 285–305. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10898-4_14.

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Nandinbilig, Ganbaataryn. "Stone Toys and Games among Mongol Children." In The Intangible Elements of Culture in Ethnoarchaeological Research, 211–16. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23153-2_16.

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Mosatche, Harriet S., Elizabeth K. Lawner, and Susan Matloff-Nieves. "Exploring STEM Through Toys, Games, and Activities." In Breaking Through!, 143–60. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233374-17.

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Willemsen, Annemarieke. "Children’s Toys in Italy, 1350–1550." In Games and Visual Culture in the Middle Ages and the Renaissance, 263–88. Turnhout, Belgium: Brepols Publishers, 2020. http://dx.doi.org/10.1484/m.hdl-eb.5.120711.

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Lu, Yi, and Wei Pang. "Research on the Design of Intelligent Interactive Toys Based on Marker Education." In HCI International 2020 – Late Breaking Papers: Cognition, Learning and Games, 462–71. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60128-7_35.

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Conference papers on the topic "Games and toys"

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Reiche, Paul. "The Skylanders story successfully combining toys and video games." In 2012 IEEE International Games Innovation Conference (IGIC). IEEE, 2012. http://dx.doi.org/10.1109/igic.2012.6329830.

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Kanjo, Eiman. "iPlayset: Tangible Interface that Brings Toys to Life." In 2015 International Conference on Interactive Technologies and Games (iTAG). IEEE, 2015. http://dx.doi.org/10.1109/itag.2015.19.

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Schweikardt, Eric, and Mark D. Gross. "A Brief Survey of Distributed Computational Toys." In 2007 IEEE International Workshop on Digital Games and Intelligent Toys-based Education. IEEE, 2007. http://dx.doi.org/10.1109/digitel.2007.4.

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Wang, Cheng-Su, and Yeu-Ruey Tzeng. "Framework for Bloom's Knowledge Placement in Computer Games." In 2007 IEEE International Workshop on Digital Games and Intelligent Toys-based Education. IEEE, 2007. http://dx.doi.org/10.1109/digitel.2007.25.

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Hsiao, Hui-Chun. "A Brief Review of Digital Games and Learning." In 2007 IEEE International Workshop on Digital Games and Intelligent Toys-based Education. IEEE, 2007. http://dx.doi.org/10.1109/digitel.2007.3.

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Tseng, Kuo-Kun, Jinjun Zhu, Mincong Wang, and Pin-Jen Tseng. "Next Generation Programming Design for Chinese Kids’ Education." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10158.

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With the comparative analysis of children's programming games/toys, this paper explores the design of children's programming for Chinese kids’ education. This research has the following four contributions: 1. designing children's programming games with Chinese characteristics; 2. strengthening interaction to increase children's interest; 3. avoiding visual impairment to children; 4. designing children's programming games/toys based on artificial Intelligence. These make use of the existing children's programming environment, design programming tool for Chinese children. In addition, this study has designed the basic functions and opened them to GitHub, which is expected to attract more study and work together to create a more better kid programming tool.
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Gross, Mark D., and Michael Eisenberg. "Why Toys Shouldn't Work "Like Magic": Children's Technology and the Values of Construction and Control." In 2007 IEEE International Workshop on Digital Games and Intelligent Toys-based Education. IEEE, 2007. http://dx.doi.org/10.1109/digitel.2007.55.

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Chuang, Tsung-Yen, and Wei-Fan Chen. "Effect of Computer-Based Video Games on Children: An Experimental Study." In 2007 IEEE International Workshop on Digital Games and Intelligent Toys-based Education. IEEE, 2007. http://dx.doi.org/10.1109/digitel.2007.24.

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Tam, Frankie, and John Milton. "The Challenges of Deploying Educational Games in Hong Kong Schools: a developer's perspective." In 2007 IEEE International Workshop on Digital Games and Intelligent Toys-based Education. IEEE, 2007. http://dx.doi.org/10.1109/digitel.2007.47.

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Vial, Peter James, Giancarlos Serafini, and Ibrahim Raad. "Soccer RoBot Toy within an Educational Enviro." In 2007 IEEE International Workshop on Digital Games and Intelligent Toys-based Education. IEEE, 2007. http://dx.doi.org/10.1109/digitel.2007.45.

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Reports on the topic "Games and toys"

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DeAnna, Dixon, and Hodo Wayne. Finite element analysis of quoin block deterioration and load transfer mechanisms in miter gates : pintle and pintle connections. Engineer Research and Development Center (U.S.), June 2021. http://dx.doi.org/10.21079/11681/40842.

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The U.S. Army Corps of Engineers (USACE) currently operates and maintains approximately 193 commercially active lock sites with 239 locks and dams spanning nearly 12,000 miles. These networks of water channels are used to transport 600 million tons of domestic cargo, generating $405 billion in revenue annually. Nearly 60% of these structures in operation are over 50 years old and have reached design life. A failure of the miter gates could result in a major negative impact on the economy and on the ability to maintain flood control. Administrators need recommendations to better prioritize maintenance and repair of the USACE miter gates. This work investigated the influence of miter gate’s quoin block degradation on load transfer to the pintle and/or pintle connections. Results of finite element analysis are reported for the quoin block degradation simulated levels of 0%, 25%, 50%, and 75%. The parametric study shows the overstressed regions are the pintle neck and bolt-hole regions. To improve pintle designs so they may better mitigate detrimental environmental based deterioration effects, this work recommends (1) increasing the thickness of the bolt-hole connection region and (2) adding ribbing reinforcement around the neck area of the pintle.
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Geisthardt, Eric, Burton Suedel, and John Janssen. Monitoring the Milwaukee Harbor breakwater : an Engineering With Nature® (EWN®) demonstration project. Engineer Research and Development Center (U.S.), March 2021. http://dx.doi.org/10.21079/11681/40022.

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The US Army Corps of Engineers (USACE) maintains breakwaters in Milwaukee Harbor. USACE’s Engineering With Nature® (EWN®) breakwater demonstration project created rocky aquatic habitat with cobbles (10–20 cm) covering boulders (6–8 metric tons) along a 152 m section. A prolific population of Hemimysis anomala, an introduced Pontocaspian mysid and important food source for local pelagic fishes, was significantly (p < .05) more abundant on cobbles versus boulders. Food-habits data of alewife (Alosa pseudoharengus) and rainbow smelt (Osmerus mordax) provided evidence that H. anomala were a common prey item. Night surveys and gill netting confirmed O. mordax preferred foraging on the cobbles (p < .05) and consumed more H. anomala than at the reference site (p < .05). H. anomala comprised a significant portion of the diets of young-of-the-year (YOY) yellow perch (Perca flavescens), YOY largemouth bass (Micropterus salmoides), and juvenile rock bass (Ambloplites rupestris) caught on the breakwater. The natural features’ construction on the breakwater increased the available habitat for this benthopelagic macroinvertebrate and created a novel ecosystem benefiting forage fish and a nursery habitat benefiting nearshore game fish juveniles. These data will encourage the application of EWN concepts during structural repairs at other built navigation infrastructure.
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