Dissertations / Theses on the topic 'Games and toys'

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.

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

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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CAPES
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.

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.

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.

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.

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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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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Capes
cateterismo cardíaco é um procedimento invasivo que tem por objetivo avaliar a anatomia e fisiopatologia cardiovascular. Na pediatria, ele permite diagnosticar cardiopatias congênitas, avaliar sua repercussão, bem como, tratá-las de forma paliativa ou definitiva. A assistência de enfermagem à criança deve ultrapassar a prestação de cuidados físicos fundamentada apenas numa visão biológica. Devem-se considerar também suas necessidades emocionais, sociais e utilizar técnicas de comunicação e de relacionamento que sejam adequadas, dentre elas, destaca-se o brinquedo terapêutico. Esta dissertação objetivou validar um brinquedo e história como tecnologia educativa para o preparo de crianças que serão submetidas ao cateterismo cardíaco em sessão de brinquedo terapêutico. Foram desenvolvidos dois artigos científicos que constituem a seção dos resultados. O artigo de revisão integrativa objetivou investigar as tecnologias educativas utilizadas em ações de educação em saúde na promoção da saúde da criança. O levantamento bibliográfico foi realizado nas bases de dados LILACS, MEDLINE, BDENF, PUBMED, CINAHL e na biblioteca virtual Cochrane Library e SciELO a partir do cruzamento dos descritores “educação em saúde”, “tecnologia educacional”, “criança”, “promoção da saúde” e “saúde da criança”. Foram selecionados 13 artigos os quais evidenciaram que as tecnologias educativas têm sido empregadas a fim de promover ações para promoção da saúde da criança, contribuindo com o alcance de resultados duradouros. São utilizadas tecnologias leve, leve-duras e duras. A associação da tecnologia leve e dura obteve melhores resultados. O artigo original objetivou validar um brinquedo e história como tecnologia educativa para o preparo de crianças que serão submetidas ao cateterismo cardíaco em sessão de brinquedo terapêutico. Foi realizado um estudo metodológico, desenvolvido em duas etapas - construção do brinquedo e história que ocorreu mediante compreensão da assistência prestada à criança submetida a cateterismo cardíaco e entrevista com profissionais da equipe, e - validação de conteúdo da tecnologia educativa realizada por 23 juízes (contadores de história, educadoras infantis, enfermeiros, médicos, psicóloga, psicopedagogas e terapeutas ocupacionais). O brinquedo construído neste estudo é composto por nove bonecos de pano, um protótipo do angiógrafo e do aparelho de anestesia e objetos de uso hospitalar. A história elaborada aborda de forma lúdica a estrutura física da sala de 10 Hemodinâmica e todas as etapas que compreendem o pré, trans e pós-cateterismo cardíaco. Foi considerado o índice de validade de conteúdo para validação de 0,8. Resultados: a análise foi realizada em relação ao objetivo, à estrutura e apresentação e à relevância. O índice de validade de conteúdo obtido quanto ao objetivo, estrutura e apresentação foi 0,95 e quanto à relevância 0,96. Os juízes contribuíram para o aprimoramento da tecnologia mediante maior dinamismo, objetividade, ampliação da interação com a criança, adequação da linguagem e ordenação dos fatos. O índice de validade de conteúdo global obtido foi de 0,95 o que demonstra adequação em relação às dimensões avaliadas. O brinquedo e história validados neste estudo ao serem utilizados em sessão de brinquedo terapêutico poderão constituir um diálogo entre saúde, educação e arte, capaz de possibilitar uma interação entre o profissional da saúde, a criança e familiares.
Cardiac catheterization is an invasive procedure that aims to assess the anatomy and cardiovascular pathophysiology. In pediatrics, it allows diagnose congenital heart disease, assess their impact as well, treat them palliative or definitive form. The child nursing care must go beyond the provision of physical care based only on a biological view. Also should consider their emotional, social and use communication techniques and relationships that are appropriate, among which stands out the therapeutic toy. This work aims to validate a toy and history as an educational technology to prepare children to be submitted to cardiac catheterization in therapeutic play session. Two papers that make up the section of the results have been developed. The integrative review article aimed to investigate the educational technologies used in health education activities in the children's health. The bibliographic research was conducted in the databases LILACS, MEDLINE, BDENF, PubMed, CINAHL and the Cochrane Library and virtual library SciELO from crossing the descriptors "health education", "educational technology", "child", "promotion of health "and" health of the child. " We selected 13 articles which showed that educational technologies have been employed to promote actions for child health promotion, contributing to the achievement of lasting results. Light technologies, light-hard and hard are used. The association of light and hard technology produced better results. The original article aims to validate a toy and history as an educational technology to prepare children to be submitted to cardiac catheterization in The original article aims to validate a toy and history as an educational technology to prepare children to be submitted to cardiac catheterization in therapeutic play session. A methodological study, carried out in two steps was performed - construction toy and history that occurred through understanding of the care provided to the child underwent cardiac catheterization and interviews with team members, and - of educational technology content validation performed by 23 judges (counters history, children's educators, nurses, doctors, psychologist, psicopedagogas and occupational therapists). The toy built in this study consists of nine rag dolls, a prototype of angiógrafo and the anesthesia machine and hospital use objects. The elaborate story addresses a playful manner the physical structure of Hemodynamics room and all the steps that comprise the before, during and after cardiac catheterization. Was considered the content validity index for validation 0.8. Results: The analysis was performed in relation to the purpose, structure and presentation and relevance. The content validity index obtained about the purpose, structure and presentation was 0.95 and the relevance 0.96. The judges contributed to the improvement of technology through greater dynamism, objectivity, expansion of interaction with the child, and family.

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Esta pesquisa tem o objetivo de analisar como a interação entre as crianças da Creche Comunitária Sorriso de Criança, bem como os significados de gênero, que emergem de brinquedos e brincadeiras na infância, contribuem na construção de suas identidades de gênero. As brincadeiras e os brinquedos fazem parte da cultura infantil e, compreendidos enquanto um sistema simbólico, contribuem para o processo de socialização e de formação de identidades de gênero. Partimos do ponto de vista de que as interações estabelecidas pelas crianças fazem parte do rol de experiências objetivas e subjetivas que vão criando as suas identidades, bem como os papéis sociais de gênero. O estudo caracterizou-se como sendo do tipo etnográfico. A técnica utilizada foi a observação participante para analisarmos a interação entre 15 crianças de uma turma, com idades de 3 e 4 anos, com as educadoras e com os brinquedos e as brincadeiras. Foi possível perceber que as experiências entre as crianças são atravessadas por discursos performativos de gênero. Evidenciou-se nas interações que, mesmo entre as crianças de pouca idade, os papéis de gênero estão muito próximos daqueles vividos pelos adultos que convivem no mesmo contexto social e cultural, e os brinquedos e brincadeiras tendem a reproduzir os papéis de masculinidade e feminilidade normativa, experimentadas em diferentes espaços de interação entre as crianças e entre as crianças e os adultos, tanto da família quanto da Creche Comunitária Sorriso de Criança.
This research aims at analyzing the interaction between the children of the Creche Comunitária Sorriso de Criança, as well as the gender meanings that emerge from toys and games during childhood contribute to the construction of their gender identities. Play and toys are part of children's culture and, understood as a symbolic system, contribute to the process of socialization and the formation of gender identities. We start from the point of view that the interactions established by children are part of the list of objective and subjective experiences that are creating their identities, as well as gender social roles. The study was characterized as being of the ethnographic type. The technique used was the participant observation to analyze the interaction between 15 children of a group of 3 and 4 year olds, with educators and with toys and games. It was possible to perceive that the experiences among the children are crossed by performative discourses of gender. It has been shown in the interactions that, even among young children, gender roles are very close to those lived by adults living in the same social and cultural context, and toys and games tend to reproduce the roles of masculinity and normative femininity, experienced in different spaces of interaction between children and between children and adults, both in the family and in the Creche Comunitária Sorriso de Criança.

L'estudi a l'entorn de la fabrica Goula, que va produir miniatures, figures i jocs educatius a Vic entre els anys 1942 i 1996, posa en relació un cas industrial amb una proposta artística, que dóna lloc al treball de recerca Goula. Art, joc i memòria. D’una aventura industrial a una experiència artística, iniciat a partir de disposar d'una reserva de l'estoc de figures i peces de jocs de quan la fabrica va tancar. La producció artística inicial va propiciar, posteriorment, un interès històric per l'orígen de les peces i de les vicissituds de la indústria que les va crear, impulsant una recerca transversal que s'ha nodrit de diferents fonts. La metodologia emprada ha tingut en compte la complementarietat entre la recerca i la practica artística, amb un clar benefci en el resultat fnal. El treball s'ha organitzat amb un índex que delimita una sèrie de tasques d'investigació i de producció artística. Així, el situa en un punt que permet comprendre, des de diferents òptiques, la transcèndencia industrial i social de la fàbrica Goula. En primer lloc, la introducció conté uns ítems per contextualitzar el títol de l'estudi, la motivació, els objectius, la hipòtesi, la metodologia i les fonts d'informació. L'índex continua amb una memòria històrica que explica l'orígen de la fàbrica en un petit pis de Vic, i com va progressar fins a arribar a la construcció de la fàbrica nova. També s'analitza la història de les torneries de fusta, en concret amb relació a Goula, ja que van ser el seu principal recurs industrial a l'hora de realitzar les seves produccions. Més endavant figura l'apartat més extens i complex del treball, Producció Goula. Una aventura industrial, que fa una selecció de les figures i els jocs que l'empresa va produir al llarg de la seva trajectòria. S'esmenta igualment l'entorn gràfic i publicitari que dóna compte de l'imaginari iconogràfic que va promoure l'empresa. Durant els anys de la primera fase, Goula va fabricar els Menajes, uns petits jocs en miniatura. Després van arribar les figures de molla, que van ser de les produccions mes emblemàtiques de l'empresa. l finalment van incorporar una maquina d'injecció de plàstic, amb la qual es feien figures que compartien espai amb les peces de fusta a les col·leccions Urbis. Al mateix apartat de producció es presenten dos nous títols, «Noves figures» i «Jocs educatius». El primer aplega diferents famílies de noves figures realitzades amb fusta, tret d'alguns detalls que incorporaven com a complements. Es tracta de les figures del 1964 Familia Kordills, Serie Pilcolor, Wikingos, Girasoles Musicales i Huchas. Totes aquestes col·leccions es van produir enmig de la fase de consolidació de la indústria Goula, amb molt bones vendes nacionals i a l'estranger, sobretot en el cas dels Wikingos. L'apartat «Jocs educatius» analitza l'important pas que va fer la indústria Goula en fabricar una gran diversitat de jocs educatius, principalment de fusta, en què el paradigma del fet lúdic es complementa amb la qüestió educativa i social dels inicis dels anys seixanta. S'inclouen aquí les diferents tipologies de jocs educatius fabricats per Goula: jocs de construcció, jocs de muntatge, jocs catalogats, jocs de butxaca, Chics, Mini Juegos, Kits, Classic's i Goulines. Finalment, s'afegeixen aquí quatre epígrafs relacionats amb la temàtica: «Aproximacions didàctiques», que ajuda a comprendre els plantejaments educatius bàsics a partir dels quals es fabricaven els jocs; «Els concursos», per explicar com van discórrer els concursos nacionals, que van portar a la venda d'una nombrosa quantitat de productes per a escoles; «Centre Ocupacional Sant Tomàs», en que s'exposen els recursos cercats per atendre aquesta demanda, i, finalment, «El fi d'un anunci», un recull de textos per entreveure el debat sobre el joc educatiu i la seva didàctica a partir d'algun anunci i publicacions vinculades. El punt següent, «Fabricants d’il·lusions: documental d’entrevistes a l’entorn de Goula», explica com i per que s'ha produït un vídeo documental basat en les entrevistes a les persones relacionades amb el context de Goula. S'hi especifica la metodologia emprada i es presenten els protagonistes, amb la finalitat d'ajudar a copsar les idees i les emocions que s'intuïen abans de fer-lo. En el marc de la recerca, ha estat una de les fonts d'informació més importants, i esdevé un testimoni excepcional de la història industrial. L'explicació del treball realitzat en vídeo dóna peu al darrer apartat de les tasques relacionades amb la investigació, «Experiència artística: Goula. Projecte d'art, joc i memòria», un sumari de les peces artístiques dutes a terme conjuntament amb l'artista visual Jordi Lafon. Com s'ha especificat al principi de la introducció, aquestes obres s'han fet a partir d'elements i figures de l'estoc de la fabrica tancada. De la mateixa manera que el document videogràfic ha permès explorar la memòria oral de les persones vinculades a la indústria Goula, la producció artística ha complementat la recerca des d'una observació antropològica dels objectes, afegint-se a la investigació en un exercici tangible per conèixer l'origen i els usos de la major part de les peces, que resultaven inconnexes al principi i que al final han configurat el projecte dotant-lo de sentit. Finalment, les conclusions tanquen el treball amb una sèrie de valoracions que reflexionen sobre com s'ha generat aquesta recerca, obrint canals d'investigació que han aportat dades per ajudar a recuperar una part de la memòria històrica de Goula. En aquest sentit, també es reflexiona sobre el projecte artístic desenvolupat en paral·lel, i sobre la manera com les dues metodologies de treball s'han complementat. La valoració dels aprenentatges i els resultats configura nous camins d'investigació, com ara els àmbits de la teoria i la pràctica, en els quals s'ha treballat. Per concloure, la bibliografia es presenta íntegrament al final del treball. D'altra banda, els annexos s'adjunten en un document a part, en correspondència amb els apartats de l’estudi.

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The dissertation aims to investigate the consumption way of children in their relation with cultural goods, including toys, games, television and internet. Two analytical axes guide the reflection: first, the reconstitution and position taken in relation to the debate about childhood and tensions between some trends that advocate its "disappearance" and others that seek to analyze the changes inherent in contemporary conditions. The second axis concerns the mediations undertaken by the family, friends, school and by their own conceptions of the world that allow children to elaborate and re-elaborate - negotiate senses and meanings related to what they consume, not necessarily in an identical way as that the hegemonic media portrays. Although the cultural industry, with its contents and means of strong appeal and power of seduction, suggests lifestyles, the child, when making choices, does so mediated by repertoires and values obtained from their socialization process. The concepts contained in the British and Latin Americans cultural studies were used as theoretical-methodological references, through which it becomes possible to investigate the cultural context and the family, such as instances of mediation in the child's relationship with the media, and the need to understand the culture as everyday practice. Some of the ways through which children, aged between six and ten, relate to cultural products and assign various meanings to them, were searched and analyzed as methodological protocol and field research
A dissertação tem como objetivo investigar modos de consumo das crianças na relação com bens culturais, entre eles, brinquedos, jogos, televisão e internet. Dois eixos analíticos orientam a reflexão: o primeiro apresenta a reconstituição e tomada de posição diante do debate sobre a infância e as tensões entre algumas tendências que preconizam seu desaparecimento e outras que buscam analisar as transformações inerentes às condições de contemporaneidade. O segundo eixo diz respeito às mediações efetivadas pela família, amigos, escola e pelas próprias concepções de mundo, que permitem às crianças elaborarem e reelaborarem negociarem sentidos e significados relacionados àquilo que consomem, não necessariamente de forma idêntica àquela hegemônica veiculada pela mídia. Embora a indústria cultural, com seus conteúdos e formatos de forte apelo e poder de sedução, sugira estilos de vida, a criança, ao fazer suas escolhas, o faz mediada por repertórios e valores apreendidos em seu processo de socialização. Como referências teórico-metodológicas foram utilizadas concepções contidas nos estudos culturais britânicos e latino-americanos, por meio das quais se torna possível investigar os contextos culturais e a família, como instâncias de mediação na relação da criança com as mídias, e a necessidade de compreender a cultura como prática cotidiana. Como protocolo metodológico e pesquisa de campo foram buscadas e analisadas algumas das formas pelas quais as crianças, com idade entre seis e dez anos, se relacionam com alguns produtos culturais e a eles atribuem diversos significados

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In psychological literature there is considerable collection about the development of play, in its universal concept, but the same has not happened when thinking about studies on the play of children with disabilities, specifically the Down Syndrome (DS). Created in 1994 the Ludic Model (or Modéle Ludique) is a theoretical for clinical intervention, developed by Francine Ferland, occupational therapist, whose research focused on playing in clinical practice with children with physical disabilities. Based on this framework, Ferland proposes two evaluation s protocols: "Initial Interview with Parents" (IIP) and "Evaluation of Ludic Behavior" (ELB) of children with disabilities in preschool age. Thus, the following paper aims to determine possible contributions of these protocols for analysis and characterization of the play of children with DS, which have the main characteristic global developmental delay. The study included eight children of both sexes diagnosed with SD, aged between six and ten years and their legal guardians. Data analysis procedures were based on the Ludic Model, translated and adapted to portuguese. The results indicate that the children showed interest mainly by hearing stimuli, spontaneity and pleasure to play. However, not all children showed sense of humor, taste for challenges and initiative, demonstrating a more passive way to play. It was concluded as one of the possibilities, intervention in "Playful Attitude". Finally, this study offers subsidies for the health professional can analyze play sessions for children with DS and determine intervention focuses, considering the lack of instruments for this purpose.
Na literatura de psicologia existe considerável acervo sobre o desenvolvimento do brincar, em seu conceito universal, porém, o mesmo não tem acontecido quando se pensa em estudos sobre o brincar de crianças com deficiência, mais especificamente a Síndrome de Down (SD). Criado em 1994 o Modelo Lúdico (ou Modéle Ludique) é um referencial teórico para intervenção clínica, desenvolvido por Francine Ferland, terapeuta ocupacional, que tem como foco de investigação o brincar na prática clínica com crianças com deficiência física. Com base neste referencial, Ferland propõe dois protocolos de avaliação: Entrevista Inicial com os Pais (EIP) e Avaliação do Comportamento Lúdico (ACL) da criança com deficiência física em idade pré-escolar. Assim, o seguinte estudo tem como objetivo verificar possíveis contribuições destes protocolos para análise e caracterização do brincar de crianças com SD, que apresentam como característica principal o atraso global no desenvolvimento. Participaram do estudo oito crianças de ambos os sexos com diagnóstico de SD, com idade entre seis e dez anos, além de seus responsáveis legais. Os procedimentos de análise dos dados tiveram como base o Modelo Lúdico, traduzido e adaptado para o português. Os resultados indicam que as crianças apresentaram interesse principalmente por estímulos sonoros, espontaneidade e prazer ao brincar. No entanto, nem todas as crianças apresentaram senso de humor, gosto por desafios e iniciativa, demonstrando uma forma de brincar mais passiva. Concluiu-se como uma das possibilidades, intervenção em Atitude Lúdica . Finalmente, o presente estudo oferece subsídios para que o profissional de saúde possa analisar sessões lúdicas de crianças com SD e determinar focos de intervenção, considerando a carência de instrumentos com esse objetivo.

Society's changing norms and cultural values are often reflected in children's play activities and their choice of toys and games. Empirical findings have revealed that children's game preferences are influenced by several factors including the child's sex and age. The main aim of this study was to examine the game/toy preferences of children living in two distinct societies. The game/toy preferences of 336 (162 females, 174 males) children living in a non-western society, United Arab Emirates (U.A.E.), were examined and compared with the preferences of 366 children living in Canada. Developmental trends and sex differences were noted. This study also examined children's current game/toy preferences in relation to past reports (Sutton-Smith & Rosenberg, 1961). Results suggest that children living in the U.A.E. and in Canada share similar game/toy preferences however, differences were found between the game/toy preferences of contemporary children and those 30 years ago. The data are analyzed and discussed in the light of societal's changing norms and values, changes in parenting styles and the advances in technology. The psychological and educational implications of the present findings are discussed.

This is a report that describes the implementation of a computer technical examination project at Örebro University. More specifically it is about how two students have developed a computer game as an entry for Swedish Game Awards, a competition for games developed without interaction from commercial companies. The game, titled “Winds of Kahlara”, is written for PC and lets the participants compete against each other over a network in a 3D environment. The graphical theme is fantasy and the players utilize among other things magical attacks to kill their opponents. The development itself has taken more than a year since the complexity of the game has required extensive technical research and graphical designing.

Detta är en rapport som beskriver utförandet av ett datortekniskt examensarbete på Örebro universitet. Mer specifikt handlar den om hur två studenter utvecklat ett datorspel som ett bidrag till Swedish Game Awards, en tävling för spel utvecklade utan inblandning av kommersiella företag. Spelet, titulerat ”Winds of Kahlara”, är skrivet för PC och låter deltagarna spela mot varandra över nätverk i en 3D-värld. Det grafiska temat är fantasy och spelarna använder sig av bland annat magiska attacker för att döda sina motståndare. Själva utvecklingen har tagit mer än ett år då spelets komplexitet har krävt omfattande teknisk efterforskning och grafisk formgivning.

Cette thèse a pour objet d’étude un sujet : les chiens. Après le phénomène des tamagotchis, la sortie du jeu vidéo Nintendogs en 2005 a créé un animal inédit : le chien virtuel « réaliste ». En tant que nouveau loisir, les jeux vidéo représentent aujourd’hui une industrie internationale puissante au croisement des arts d’une culture populaire : la bande dessinée, l’animation, etc. Plus généralement, la révolution numérique en cours dans nos sociétés témoigne de la place centrale des écrans et de la communication. Comment ces médias ont permis de redéfinir nos rapports aux chiens, ont influencé et éduqué notre perception du « genre animal », allant jusqu’à lui conférer une toute nouvelle dimension est la question soulevée par cette thèse. Nous avons eu recours à un large éventail de références médiatiques, allant du grand au petit écran, en l´occurrence du cinéma à la Game Boy, en passant par la publicité, des classiques de la littérature à l´album de vignettes autocollantes Panini, en passant par la bande dessinée, des œuvres célèbres dans le monde entier aux œuvres méconnues. Les multiples représentations du chien nous annoncent l’avènement du chien virtuel.En somme, le but est de comprendre l’histoire de l’illusion du mouvement, de l’illustration des livres à l’interaction avec un animal virtuel : faire l’archéologie du chien des jeux vidéo. Écrire une histoire du chien où la réalité et la virtualité s’entremêlent
The topic of this doctoral thesis are dogs. After the Tamagotchi phenomenon, the release of the video game Nintendogs in 2005 created a new animal: the “realistic” virtual dog. As a new leisure activity, video games represent today an internationally influential industry which is situated at a crossing point with popular art culture: comics, animation etc. More generally, the digital revolution our societies are currently witnessing shows the importance of monitor screens and of communication.The central question of this thesis is how these media have come to redefine our relationship to dogs and to influence our perception of animals in a completely new dimension. A large inventory of references of different media was used going from cinema to Gameboy via publicity, from literary classics to Panini sticker albums via comics, from oeuvres which are famous all over the world to oeuvres which are usually not considered as such. The numerous representations of dogs in these domains announce the advent of the virtual dog.In conclusion, our objective is to understand the history of the illusion of movement, of the relationship between books and virtual animals, i.e. to trace the archaeology of dogs in video games. To write a history of dogs in which reality and virtuality are no longer clearly separable

The game is a social expression, which had come during a societal progress by a working process. It indicates a world, which surrounds a man. That man’s recreative activities, forms of a communication are factors, which are controlled by special rules and done for an aim of an entertainment, a pleasant time spending. During a historical period games were one of the most available ways for a man to improve in physically, to express a joy, to commune with others. When games had come from a generation to a generation, they had changed and improved. In different societal periods games had differed forms and purports. When a societal culture had developed, games had improved and had reflected national peculiarities, a nation’s ideology, an education, a level of culture, a science. Analyzing children’s games we realize what they during games repairing for theirs lives and at the same time they develop themselves mentally, physically. By playing games children usually solve theirs problems, find ways from crises, make acquaintances with a surrounding world and get versatile capabilities. When we look at children’s games, we see they get many new skills, like a diligence, reaching for an aim, the volition. The game organizes a collective, teaches how to help for each other and develops a responsibility, a principality, a geniality, the modesty, a culture of a communication. One of the most important conditions of the game is a discipline. So the game is the perfect way to calm... [to full text]

Cette thèse se propose d'étudier l'imaginaire guerrier et la pensée stratégique dans l'œuvre de Guy Debord (1931-1994). L'hypothèse qui sous-tend cette recherche est la suivante : la stratégie constitue pour Debord le lieu où réaliser l’exigence qui caractérise son projet révolutionnaire – réunir dialectiquement la théorie et la pratique, le sérieux et le ludique, l’artistique et le politique. Conçu dès le milieu des années 1950 et pratiqué jusqu'à la fin de sa vie par Guy Debord, le Jeu de la guerre fournit la matrice de cette étude. Lorsqu'il imagine le Jeu de la guerre, Debord agit en designer soucieux de créer une interface entre théorie et pratique ainsi qu'un outil d'émancipation. Ce jeu hérite autant des kriegsspiele militaires du 18ème siècle que des jeux développés par les avant-gardes artistiques au 20ème siècle. Il se présente à la fois comme projet de design critique, plateau de jeu, objet plastique, "situation" modélisée, marchandise, dispositif réflexif et mémoriel, et lieu d'un dialogue entre les lectures et la vie vécue. À l'appui des archives de Guy Debord et notamment de ses fiches de lectures, cet objet fournira également l'occasion de proposer des études de cas stratégiques tant dans l'action collective au sein des avant-gardes internationales lettristes (1952-1957) et situationnistes (1957-1972), que dans l'œuvre individuelle de Guy Debord. L'élection de la stratégie comme champ d'investigation à privilégier à partir de 1972, et la traduction de ce goût dans les œuvres ultérieures de Guy Debord, permettra finalement d’envisager l’autoportrait de l’artiste en stratège, ou du stratège en artiste, que propose Debord à la postérité
This doctoral research studies war imagery and strategic thinking in Guy Debord's œuvre. It explores strategy as the field in which Debord's revolutionary project is best considered: dialectically uniting theory and practice, seriousness and play, art and politics. Conceived by Debord in the middle of the 1950s and played until the end of his life, the Game of War provides the matrix for this research. When developing the "Jeu de la guerre", Debord is using design-thinking to create an interface between theory and practice, along with an emancipatory tool. The game draws on both the military kriegsspiele and the numerous games developed by modernist avant-garde groups. It is at once a board game, a work of art and design, a paradigmatic situation, a commodity, an apparatus for reflection and memory, and a place where literature and life enter into dialogue. With reference to Debord's archives, and to his reading notes in particular, this object will also provide opportunities for strategic case studies in both the collective action of the lettrist (1952-1957) and situationist (1957-1972) avant-garde groups, and in Debord's individual work. Debord's choice of strategy as his main field of study from 1972 onwards, and the translation of this interest into his later works, ultimately allow us to draw the portrait of the artist-as-strategist, or of the strategist-as-artist, that Debord left to posterity

Our everyday lives are surrounded by gadgets and digital devices that help us perform our daily chores with ease and efficiency. However, these digital devices can also separate us from what we should do ourselves. Although children who are exposed to high levels of technology might become attuned to the latest and the best gadgets, they might not learn to use their physical abilities. Another implication of a child’s over dependence on technology is that parental interactions such as encouragement, tutoring and reinforcement are provided by gadgets rather than living, breathing parents. Research done by Padma Ravichandran and Brandel France de Bravo, revealed the importance of child interaction with live people and games noting that “Very young children learn best by relating to real live people, but they also learn by moving and doing. Part of the problem with screen time is that young children who watch TV and DVDs or use computer games may be substituting these activities for free play”. The aim of this project is to reduce the gap between young children and the tactile world by creating toys that are attractive for the children, but are low-tech and involve parental interaction. Thus, the primary goal that this thesis seeks to achieve is the stimulation of children toward tactile games, while the secondary goal is to allow and encourage parental involvement in the playtime of the child. The research is guided by the premise that children can absorb substantial knowledge through the tactile world and that such tactile centered play will broaden the horizon of their knowledge and experience.

Physical education is an area that allows studies on different subjects. Here we choose the theme toy and game, traditional and popular, from the analysis of the Popular Toy Museum, located in Natal, Rio Grande do Norte, taking into account its history. In addition to understanding the functioning and organization, we seek to know and analyze the understanding adopted by the institution on popular and traditional game and toy; and to identify and discuss possible relationships between the museum and physical education. We understand that toys and games, popular and traditional, are part of the culture, however, due to social changes, many are not remembered, and thus fail to tell their story and propagate their cultural specificity. The museums of games and toys, in the Brazilian context, have little visibility. In Brazil there are approximately eight specific museums of games and toys. The museum, to a large extent, is a place that contemplates the past, brings it to the present and leads it into the future. In the museum of games and toys, where the world of make-up prevails, all times can be remembered, lived, known, in one place, where all this magic is not reduced to contemplation and observation. Apart from a place of memory, the museum can also be a place to play and have fun. To assist in the understanding of the game and toy are mainstays among other authors: Johan Huizinga, Roger Caillois, Daniil Elkonin, Tizuco Kishimoto, Gilles Brougère. To achieve the research, a field visit was carried out, that is, observations using field diary and interview with the coordinator of the institution and others involved. As a way of analyzing the sources of research, we rely on the theory of Maria Cecília de Souza Minayo and its ways of handling the sources. After spending a week at the Popular Toy Museum, observing its routine, following the visits, talking with the coordinator, knowing and feeling each toy exposed, we were able to know its history and organization and understand the insertion of the Museum in the IFRN. With a background in physical education, the coordinator of the Museum, also a professor of IFRN, is responsible for the administration, organization, maintenance and all the demand coming from the Museum. Two fellows, IFRN students, usually from the Tourism Guide course, accompany the visits. The Museum receives an average of 3 to 4 thousand visits per year, the majority scheduled by public schools in the city of Natal-RN. Regarding the definitions of game and toy, for the Museum coordinator, toy can be understood as instrument of the game, and game a construction that presents rules. After many readings and reflections, we consider games and toys as cultural patrimonies that, due to the diverse conceptualizations and difficulty in arriving at a precise definition, must be described, and can be named only by those who manipulate them, by who gives meaning to the object in that given time. By walking through the spaces of the museum and watch the exposed toys, it was possible to see how physical education was present, a creative physical education, which often ends up being left out, a physical education which are allowed to play and play freely, and not just reproduce concepts and movements.
A educação física é uma área que permite realizar estudos sobre temas diversos. Aqui optamos pelo tema brinquedo e jogo, tradicional e popular a partir da análise do Museu do Brinquedo Popular, localizado em Natal, Rio Grande do Norte, levando em conta seu histórico. Além de compreender o funcionamento e a organização, buscamos conhecer e analisar o entendimento adotado pela instituição sobre jogo e brinquedo popular e tradicional; e identificar e discutir possíveis relações entre o museu e a educação física. Entendemos que os brinquedos, e os jogos, populares e tradicionais fazem parte da cultura, todavia, em função das mudanças sociais, muitos acabam não sendo lembrados, e assim, deixam de contar sua história e propagar sua especificidade cultural. Os museus de jogos e brinquedos, no contexto brasileiro, têm pouca visibilidade. No Brasil há, aproximadamente, oito museus específicos de jogos e brinquedos. O museu, em grande medida, é um lugar que contempla o passado, o traz para o presente e o leva para o futuro. No museu de jogos e brinquedos, onde o mundo do faz de conta prevalece, todos os tempos podem ser relembrados, vividos, conhecidos, num mesmo lugar, onde toda essa magia não se reduz à contemplação e à observação. Para além de um lugar de memória, o museu também pode ser um lugar de brincar e se divertir. Para auxiliar no entendimento de jogo e brinquedo são esteios, entre outros autores: Johan Huizinga, Roger Caillois, Daniil Elkonin, Tizuco Kishimoto, Gilles Brougère. Para consecução da pesquisa, foi realizada visita em loco, ou seja, observações com uso de diário de campo e entrevista com o coordenador da instituição e demais envolvidos. Como forma de análise das fontes de pesquisa, nos apoiamos na teoria de Maria Cecília de Souza Minayo e suas formas de tratamento das fontes. Após passarmos uma semana no Museu do Brinquedo Popular, observando sua rotina, acompanhando as visitações, conversando com o coordenador, conhecendo e sentindo cada brinquedo exposto, pudemos conhecer sua história e organização e entendemos a inserção do Museu no IFRN. Com formação em educação física, o coordenador do Museu, também professor do IFRN, é o responsável pela administração, organização, manutenção e toda a demanda vinda do Museu. Dois bolsistas, alunos do IFRN, geralmente do curso de Guia de Turismo, acompanham as visitações. O Museu recebe em média de 3 a 4 mil visitas por ano, a maioria agendada por escolas públicas da cidade de Natal-RN. Quanto às definições de jogo e brinquedo, para o coordenador do Museu, brinquedo pode ser entendido como instrumento do jogo, e jogo uma construção que apresenta regras. Após muitas leituras e reflexões, consideramos jogos e brinquedos enquanto patrimônios culturais que, devido às diversas conceituações e dificuldade em se chegar a uma definição precisa, devem ser descritos, e podem ser nomeados apenas por quem os manipula, por quem dá sentido ao objeto naquele dado momento. Ao percorrer os espaços do Museu e observar os brinquedos expostos, foi possível perceber como a educação física estava presente, uma educação física criativa, que muitas vezes acaba sendo deixada de lado, uma educação física onde se permite brincar e jogar livremente, e não apenas reproduzir conceitos e movimentos.

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This dissertation analyzes the meaning given the toy for parents and teachers at a public institution of education. The issue involved the need for a study about the importance of toys for child development, as well as the conceptualization that is attributed to terms such as play, game, toy and game. Another aspect investigated concerns the way parents and educators understand how children appropriate the toys to create play situations, as well as its importance in education. In order to proceed to this investigation, we sought a grounding in the theoretical framework that follows the socio-historical perspective of Vygotsky (1916-1934), which postulates the influence and interplay of social, cultural and the biological development of the individual. Also contributed to the construction of this theoretical framework, other authors, as Kishimoto (2008), Elkonin (1998), Huizinga (1999, 1993); by Brougère (1997,1999, 2004) and Rock (2005). For Vygotsky (2007), is the experience in the human environment, the activity that occurred in the interaction with other individuals that allow the development of a new and complex psychological system in children. This study about the meanings attributed by parents of young children and teachers from kindergarten through play and the toy can help us understand the social situation of children compared to adults. To perform this study, besides reviewing the literature, we conducted a field survey, a qualitative approach, whose main instrument of data collection was the interview, guided tours designed specifically for this purpose: a model for educators and another for parents. Analyzing the results obtained on how parents and teachers realize how children take ownership of the toy to create situations of play, we could see that they believe in development through interaction in everyday life, where the toy acts as a facilitator.
Esta dissertação analisa o significado atribuído ao brinquedo por pais e professoras de uma instituição pública de educação infantil. O tema implicou na necessidade de um estudo acerca da importância do brinquedo para o desenvolvimento infantil, assim como, da conceituação que se atribui a termos como lúdico, jogo, brinquedo e brincadeira. Outro aspecto investigado refere-se à forma como os pais e educadoras compreendem a maneira como crianças apropriam-se do brinquedo para criar situações lúdicas, bem como, sua importância na educação infantil. Com o fim de proceder-se a esta investigação, buscou-se embasamento em um referencial teórico que segue a perspectiva sócio-histórica de Vigotsky (1916-1934), que postula a influência e a inter-relação dos aspectos sociais, culturais e biológicos no desenvolvimento do indivíduo. Contribuíram, também, para a construção deste referencial teórico, outros autores, como Kishimoto (2008), Elkonin (1998), Huizinga (1999, 1993); Brougére (1997,1999,2004); e Rocha (2005). Para Vigotsky (2007), é a vivência no meio humano, na atividade ocorrida na interação com outros indivíduos que permitem o desenvolvimento de um novo e complexo sistema psicológico na criança. Este estudo acerca dos significados atribuídos por pais de crianças pequenas e professoras da educação infantil ao lúdico e ao brinquedo pode ajudar-nos a entender a situação social das crianças em relação aos adultos. Para realizar este estudo, além da revisão da literatura, realizamos uma pesquisa de campo, numa abordagem qualitativa, cujo principal instrumento de coleta de informações foi a entrevista, orientada por roteiros elaborados especificamente para este fim: um modelo para as educadoras e outro para os pais. Ao analisarmos os resultados obtidos acerca de como os pais e professoras percebem a forma como as crianças se apropriam do brinquedo para criar situações de brincadeira, pudemos perceber que eles acreditam no desenvolvimento a partir da interação no cotidiano, onde o brinquedo atua como facilitador.

This dissertation has examined to what extent six prestigious newspapers (The Guardian/The Observer, The Daily Telegraph/The Sunday Telegraph, The New York Times, The Washington Post, El País and La Vanguardia) complied with the fundamental principles of journalism ethics (truth, justice and responsibility) in their coverage of the London 2012 Olympics. The content analysis of 6,552 pieces, their correlation with the major codes of ethics, and the conduct of 41 interviews revealed that in many areas the coverage dispelled the long-held notion of sports journalism being the “toy department”. Significant strengths include the wide range of sources employed, the comprehensive examination of the larger framework of the Olympics, the recognition of errors and the fight against discrimination. Despite all of this, the research highlights that in other core aspects, the diversity of the sporting agenda, sensationalism, stereotyping and the use of warlike language, for example, there is much room for improvement.
Aquesta tesi ha examinat fins a quin punt sis prestigiosos diaris (The Guardian/The Observer, The Daily Telegraph/The Sunday Telegraph, The New York Times, The Washington Post, El País i La Vanguardia) van complir en la seva cobertura dels Jocs Olímpics de Londres 2012 amb els principis fonamentals de la deontologia periodística: veritat, justícia i responsabilitat. L’anàlisi del contingut de 6.552 peces, el contrast amb els principals codis d’ètica i la realització de 41 entrevistes revelen que en moltes àrees la cobertura va dissipar l’arrelada noció del periodisme esportiu com a “departament de joguines”. Fortaleses significatives inclouen l’ús d’un ampli ventall de fonts, una anàlisi exhaustiva dels aspectes contextuals, el reconeixement d’errors i la lluita contra la discriminació. Malgrat això, la recerca ressalta que en altres aspectes essencials, com la diversitat de l’agenda esportiva, el sensacionalisme, els estereotips o l’ús del llenguatge bel·licista, hi ha un ampli marge de millora.

碩士
元智大學
機械工程學系
104
In recent years, smart phone and PAD was increasingly popular, and more people use these devices to play digital game. When compared with traditional physical toys, mobile digital games provide a number of games using the same. On the other hand, with different sizes, color, and material, traditional physical toys can provide different multi-sensory stimulation to users which is especially an advantage for the deveoplement of children and the maintanence of older people. The purpose of this study is to combine the advantages of both physical toys and digital games to extend the product life cycle and make more inreactive applications between users. Dementia is characterized by decreased cognitive functions beyond normal aging, usually associated with behavioral disturbance and other mental health disorders. As getting older, the prevalence of dementia becomes higher, resulting in a huge and negative impact on personal health. Dementia is usually not easily identifiable until it turns to be moderate or severe. After that, the support from a professional care institution becomes necessary and is of great importance. In response to this challenge, one of the most prominent trends is to embrace technologies for better dementia care. TOIS is a design structure of rehabilitation tools for non-pharmacological treatment of dementia. T=Training, rehabilitation is designed into simple games; O=Objects, the toys are familiar objects to the older adults; I=Interactivity, multisensory inputs are provided by the toys; S=Service, all toys are connected to mobile devices for personalized settings and sending rehabilitation results to social network.

碩士
國立新竹教育大學
特殊教育學系碩士班
104
This study aimed to determine the effectiveness of toys and games camp in enhancing the attention and visual-motor integration (VMI) of children with attention deficit disorder (ADD). The objective of this study was to investigate the performance regarding attention and VMI levels among children with ADD before and after participating in a toys and games camp intervention. One-group pretest-posttest design approach was adopted. The research participants were 17 children from early intervention institutions as well as public and private preschools in Hsinchu County, who were suspected of having ADD, had being enrolled in the toys and games camp by their parents, have received the attention deficit and hyperactivity test, and achieved a standard score of 8 or more on the screening subtest. The independent variable was the toys and games camp, and a 10-day camp was administered. The changes in the participants’ performance before and after teaching were evaluated using the Conners Kiddie Continuous Performance Test 2nd Edition (K-CPT2) and the Berry-Buktenica Developmental Test of Visual-Motor Integration (VMI). The changes in performance were employed as the dependent variable to analyze the effectiveness of the toys and games camp activity. The main research findings are described as follows. 1. Regarding attention, after receiving toys and games camp intervention, the participating children with attention deficit disorder improved in the K-CPT2 test, with 3 out of the 5 dimensions achieving a level of significance. 2. Concerning VMI, after receiving toys and games camp intervention, the participants improved in 3 VMI subtests and achieved a level of significance. 3. According to parents’ feedback after toys and games camp activity, the parents responded positively toward the children’s training outcome and the camp activity. This result indicates that the parents approved of the activity. Finally, the researchers of this study discussed the research results and provided recommendations concerning teaching practice and future research.

碩士
真理大學
管理科學研究所
96
The purpose of this study is to explore the relationship between consumer personality trait, brand personality and brand loyalty. The convenience sampling was used to collect primary data, to collect 400 adult consumers were interviewed that looked round or bought toys and video games in Taipei City Mall, and 387 valid samples were collected. Regression analysis was used to test hypothesis, the major findings of this study were as follow: (1) There is a significantly positive relationship between extroversion and excitement. (2) There is a significantly positive relationship between agreeableness and sincerity. (3) There is a significantly positive relationship between conscientiousness and competence. (4) Competence and sophistication has significantly positive influence on affective loyalty. (5) Competence, peacefulness and sophistication has significantly positive influence on action loyalty. (6) Agreeableness and openness has significantly positive influence on affective loyalty. (7) Agreeableness and openness has significantly positive influence on action loyalty.

碩士
國立臺灣藝術大學
多媒體動畫藝術學系
96
《Toy Play》is a creation for 3D battle game of subject matter with Taiwan traditional toys. Using the background right after World War II in Taiwan, all of the weapons in this 3D battle game are derived from traditional toys. Acts as one of the popular cartoon stars appeared in the 60’s of Taiwan, fighting with each other to compete for winning the appellation “The King of Kids”. The game development tool uses the interactive real-time application software. Rely on its strong graphic tools and plenty building blocks that make it easier to development this game. The visual art of the game utilizes 3D simulation of 2D paper style, it shows the feature of paper’s property like the paper dolls, creating a cute funny paper style game world.

碩士
國立臺北教育大學
數位科技設計學系(含玩具與遊戲設計碩士班)
103
The arrival of the information age has brought severe challenges and impacts on many industries. As an effort to change the traditional toy market, combining digital games and toys has become a current trend in toy industries. In parallel, such trend is also exerting its impacts on the field of education, where various types of digital technology are being integrated into teaching materials. In particular, digital game-based learning is an emerging teaching method fast gaining popularity in recent years. While digital game based learning has certain positive effects on children’s learning, it may also be distracting or become addictive. On the other hand, while technological advancement leads to economic growth, it also inflicts adverse impacts on our environment such as global warming and petroleum hazard. As such, the development of renewable energy has now become a top priority worldwide. Taiwan depends on imports for 98% of its energy resources, implicating the importance of the development and education of renewable energy. for the country. However, energy education tends to focus only on daily energy, -saving and provides limited. learning of energy-related knowledge. Due to the aforementioned reasons, this study aims to solve the problems by combining scientific toys with digital games. In this study, a new teaching method that combines toy cars with a digital game “Green Racing” is used to investigate the feasibility of combining scientific toys with digital games as a new teaching practice and its impacts on children’s learning. We recruited elementary school students to participate in the experiment as study subjects. Our results show that children did learn better after the study’s teaching method was applied, providing evidence of the positive impacts that combining scientific toys and digital games can have on children’s learning. In addition, questionnaires were also given to students for evaluation following the experiment, and the average overall score turned out to be greater than 3.5, suggesting that the new teaching method was well received by the students. In particular, the interactivity section on the questionnaire obtained a score of 5.1, indicating the positive feedbacks children gave on the interactivity of the teaching method. By integrating digital games and toys into education, this research also hopes to provide useful teaching materials as well as advices for related future research.

碩士
國立臺北教育大學
造形設計學系玩具與遊戲設計碩士班
96
This research attempts to discuss the combination of toy and interactive technology, which appropriately combines Action Figure Toy (AFT) with digital interactive games, and analyzes the difference between human-machine interactivity and similar games. This research designs movable AFT “Ren”, and installs a sensor switch on it. The sensible signal on the joints is sent to the computer games, and interacts with the digital content. Players could master the role of games, which process sole or dual interaction. In the meanwhile, with the assistance study of PC mouse combines with “GUNDAM” role element, we delve deep into the acceptance and feeling of human towards the additional role element and the role element towards man. We research earlier review literature of the connection of the role element and Human-Machine Interface (HMI). and substantiates the system of interactive model. Then, through SWOT analysis and questionnaire, we synthesize five results. First, on HMI, designs the interactive model of toy and virtual games that offers a resolution of toy-game combination. Second, on joint-sensor switch, design a switch suitable for AFT, which could detect signals in specific angles to computer games. Third, on the emotional design of roles, proof the importance of the role and affection elements. Forth, on the improvement of AFT, we illustrate the design of AFT is as important as design of role. Fifth, on the questionnaire, we find that players are mainly web-grouped; the privacy of the web may also encourage the player to fill on web. And last, this research suggests related researchers and designers return to the human needs and passive interactivity. Thus the technology of this research may be broadly used, as joint-sensor switch and interactive model, which may be applied in other fields and products. Recently, the hand-made game is on the rise, we hope this research could collocate with the trend to realize one’s ideal, and offer a variable aspect to future researchers.

碩士
國立臺灣藝術大學
多媒體動畫藝術學系碩士班
99
“Applied Art” has been added into the course of senior high school to shorten the distance between realistic life and artistic application. However, true essence and various definitions of “Applied Art” have complicated how to teach and what to teach. Particularly difficult is art teaching which requires technical combinations and multi-media application, such as “Audio and Video Art,” whose goal is even hard to achieve given by insufficient qualified teachers nowadays. The object of the present study is to develop a Game/Toy-based e-learning courseware for the “Applied Art” course of senior high schools which bases on simulated learning theory, seeking to supplement teaching methods and materials.

The thesis is devoted to the study of one of the methods of activation - the game. During the game, the students are involved actively, they are motivated and creative. The main aim is to explore the advantages of the introduction of gaming activities in the teaching of chemistry, as well as the overall topic of gaming activities, the conditions for these activities in chemistry teaching and suggestions for their implementation in education. The part of the thesis is complex of 11 precific games and toys, which are prepared for teaching chemistry at the primary and high schools and universities uncommonly. This file contains the rules, methodological instructions, time allocation, and everything needed for the teaching of games. The practical part will also find a list of many previously published and unpublished games and toys, which can serve as inspiration for teachers of chemistry. Making an inquiry carried out in two elementary schools to confirm the presumption that the study results achieved through gaming activities, are more satisfactory than the results, in which gaming activities were not used.

Game is a key activity in preschool age, theme of my thesis is therefore related to acts of game and a role of toys in this particular age. Aim of my research is to describe gaming activities with toys, primarily with a doll and a toy car, which are the most typical toys for preschool children. It is very important for kindergarten teachers to know childrens preferences and attitude to the most used types of toys, because it is them, who choose the offer of toys and equipment of class. In theoretical part, I try to find out which areas of development are affected by game. Practical part deals with a semi-structured observation of game process and it determines game's gender dimension. By a method of interview with 27 parents and 25 children I try to find out their knowledge of basic toys, choice of toy itself, which toys kids possess and which toys they prefer. It can be expected, that preschool age children have built a basic gender identity, that is perceived by them as partly changeable. For this reason, my research focuses on gender distinctiveness, which could occur during an interview or a game. The research has proved gender categorization of dolls and toy cars. Children and parents had both a similar idea about toys intended for boys or girls. Children have about 200 different toys at...

The thesis is specialized in the creation of teaching aids for preschool and early school age children. The work consists of two parts - theoretical and practical. The theoretical part is characterized by psychological human development with an emphasis on the development of preschool and early school age children. The thesis is focused on the life and work of reform pedagogue Maria Montessori. The theoretical part is discussed about learning, the use of educational games and educational aids. In educational process is very important a teacher. The practical part consists of teaching aids - the alphabet, numbers, and developing a sense of small tasks which are normally used in dressing up.

碩士
國立臺北教育大學
數位科技設計學系(含玩具與遊戲設計碩士班)
102
An interactive English alphabet learning device has been designed which is a combination of a physical toy and a digital game. In fact it is a virtual game that is played using control technology that includes a single chip, a servo motor, sensors, etc, to achieve image identification. The user has to find English alphabetical characters using a digital camera platform and check words for correctness by image identification. Study of this interactive language learning process shows that it provides both the benefit of playing a physical and a digital game at the same time. This was a one-year study and some items include: (1) The design of the mechanism for the toy, design of the round digital game, the image identification system, the combination of the mechanism and physical toy with the digital game and the design of the optics, mechanics and electronics. (2) Design of the image identification routine and evaluation of the digital content. The location of the English alphabet is transmitted to the computer game by video and is checked for correct spelling by the software. (3) A servo motor is used for the game platform to handle the movement of the alphabet mechanism and is combined with time. (4) A questionnaire and interviews will be used to evaluate the comments given by users about the digital and man-machine interfaces and their needs for game elements and content. This will be used as a basis for modification of the mechanism and the digital game. When this project is completed, we will be able to provide a technical platform for a digital toy for education. In the future this application can be extended for other educational and learning purposes and serve as a reference for a basic commercial application.

The thesis deals with gender aspects of parental choice of common and Montessori kindergarten. The theoretical part focuses on topics related to both gender identity and its development and with the preschool period, which is described primarily in terms of gender. Given that important parts of childhood are toys, the theoretical part also focuses on the gender aspect and explores it. Gender equality is offered as one of the possible approaches to children upbringing and education. The Montessori method of education occupies a large space of the theoretical part. The thesis also compares Montessori kindergartens with common kindergartens. Research of the thesis is based on a qualitative analysis of interviews with mothers of children in the pre-school and early school age. This analysis goes through all the interviews. It searches and then compares common categories. The research shows that parents choosing a kindergarten for their child do not reflect forms of gender socialization in the kindergarten. Alternative kindergarten is often chosen by parents of children who apply elements of gender- sensitive education in their upbringing. Parents, who chose child Montessori kindergarten for their child, have more specific and clearly defined selection criteria than parents collecting common...

Tese de doutoramento em Estudos da Criança (área de especialização em Sociologia da Infância)
Os jogos, os brinquedos e as brincadeiras são ferramentas imprescindíveis na construção da cultura lúdica das crianças. Nas práticas lúdicas das crianças concretizase, quase desde o dealbar de cada vida, uma boa parte do processo de socialização do indivíduo, vivido de forma autónoma pelos grupos de pares, gerador de competências sociais, de conhecimento do meio, de convivência, de partilha, de resiliência, de cumprimento de regras, de fruição de prazer, em suma, de enfrentamento das mais diversas e, por vezes, adversas situações vivenciais. A tese Jogos, Brinquedos e Brincadeiras – Trajectos Intergeracionais sustenta-se teoricamente na Sociologia da Infância para identificar a presença do lúdico no quotidiano das crianças, procurando assinalar contextos e realidades sociais distintas e discernir, na travessia dos tempos, as formas, os processos de transmissão, as ameaças e as possibilidades de brincar das crianças. Através de uma investigação de natureza qualitativa, com a realização de entrevistas a membros das mesmas famílias de quatro gerações (filhos, pais, avós e bisavós), estabelecem-se rotas de acesso ao conhecimento sobre os modos como os jogos, os brinquedos e as brincadeiras têm realizado o seu percurso histórico, sobre os espaçostempos da brincadeira, e sobre as práticas de permissão, transgressão e (re)produção do brincar, para, por meio desse conhecimento, aclarar as configurações sociais, atravessadas por desigualdades sociais e pela diversidade cultural, que permitem e ou inibem a afirmação das crianças como actores sociais e sujeitos produtores de cultura. Num mundo em mudança global muito acentuada, a cultura lúdica das crianças não poderia nele passar incólume nas suas seculares práticas. Identificar velhos e novos padrões lúdicos pode contribuir para equilibrar uma balança que, cada vez mais, parece pender para a perda do sentido de autonomia do movimento, da criatividade e do próprio corpo da criança e para a subordinação a formas estandardizadas e mercantis do brincar.
Games, toys and plays are indispensable tools in building children´s playful culture. In children´s playful practice a good part of the individual´s socialization process materializes itself, almost from the dawn of each life, lived independently by peer group, breeder of social skills, environment knowledge, sharing, resilience, compliance rules, fruition of pleasure, in short, in the confrontation of diverse and, sometimes, adverse experiences situations. The thesis Games, Toys and Plays - Intergenerational Journeys is argued theoretically in the Sociology of Childhood frameworks in order to identify the presence of playful in everyday life of children, looking at distinctive contexts and different social realities and to discern, in the passage of time, the ways, transmission`s processes, threats and opportunities for children to play. Through a qualitative research, conducting interviews with members of the same families for four generations (children, parents, grandparents and great-grandparents), routes are set up to access knowledge on the ways through which games, toys and plays have made its historic journey, on the space-time of play, and the practices of permission, trespass, and (re) production of the play, to, throughout this knowledge, clarify the social settings, traversed by social inequalities and cultural diversity, which allow and or inhibit the assertion of children as social actors and individual producers of culture. In a world of a very significant global change, children’s playful culture could not pass it unharmed in their secular practices. Identify old and new playful standards can contribute to balance a scale that, increasingly, seems to lean to the loss of the sense of movement autonomy, creativity and the child's own body and the subordination to the market and standardized ways of play.
Les jeux, les jouets et les amusements sont des instruments indispensables dans la construction de la culture ludique des enfants. Dans les pratiques ludiques des enfants, depuis le début de chaque vie, se concrétise une bonne partie du processus de socialisation de l’individu, éprouvé de façon autonome par des groupes de paires, cause de compétences sociales, de connaissance du milieu, de relations, de partage, de refus, d’accomplissement des règles, de jouissance de plaisir, en somme, du contact avec plusieurs et différentes situations de vie, quelquefois, adverses. La thèse “Jogos, Brinquedos e Brincadeiras – Trajectos Intergeracionais” , se soutient théoriquement dans la Sociologie de l’Enfance pour identifier la présence du ludique dans le quotidien des enfants, en essayant de remarquer les contextes et de différentes realités sociales et de distinguer, dans le chemin du temps, les formes, les processus de transmission, les menaces et les possibilités de jouer des enfants. À travers une recherche de nature qualitative, avec la réalization d’interviews à des membres des mêmes familles de quatre générations (fils, parents, grand-parents et arrières-grand-parents), s’établissent des chemins d’accès aux connaissances sur les façons dont les jeux, les jouets et les amusements ont réalisé leur parcours historique, sur les espaces-temps des jeux et sur les pratiques de permission, transgression et (re)prodution du jouer, pour à travers cette connaissance éclaircir les configurations sociales, traversées par des différences sociales et par la diversité culturelle, qui permettent ou empèchent l’affirmation des enfants comme des acteurs sociaux et des sujets producteurs de culture. Dans un monde qui a un changement global très accentué, la culture ludique des enfants ne pourrait pas passer intact dans ses pratiques séculaires. Identifier d’anciens et de nouveaux modèles ludiques peut contribuer pour l’équilibre d’une balance qui semble pencher, de plus en plus, pour la perte du sense d’autonomie du mouvement, de la créativité et du propre corps de l’enfant et pour la soumission a des formes standardisées et commerciales du jouer.
Il gioco, i giocattoli e l’intrattenimento sono strumenti imprescindibili nella formazione della cultura ludica dei bambini (infantile). Nelle pratiche ludiche infatti, quasi fin dalla nascita, si realizza buona parte del processo di socializzazione dell’individuo, vissuta in maniera autonoma da gruppi di simili, fonte di sviluppo di capacità sociali, di conoscenza dell’ambiente, di convivenza, di condivisione, di resistenza, di ottemperanza alle regole, di fruizione del piacere, in breve, di confronto con le più svariate, e talvolta, negative esperienze di vita. La tesi “Giochi, giocattoli e intrattenimento – percorsi intergenerazionali” si fonda sui principi della Sociologia dell’infanzia per affermare l’importanza del gioco nella quotidianità della vita del bambino, allo scopo di segnalare contesti e realtà sociali diversificate, e studiare l’evoluzione delle forme, dei processi di trasmissione, delle opportunità di gioco del bambino nel corso nel tempo. Attraverso un’indagine di tipo qualitativo, mediante la realizzazione di interviste a membri di diverse famiglie, passando per quattro generazioni(figli, genitori, nonni, bisnonni), è possibile ricostruire il percorso storico e la trasformazione del gioco, dei giocattoli e dell’intrattenimento, nel tempo e nello spazio e sulle pratiche di permesso, trasgressione e riproduzione del gioco, per, con queste conoscenze, chiarire (definire) le configurazioni sociali, caratterizzate da differenze sociali e culturali che consentono o ostacolano l’affermazione sociale del bambino, come attore sociale e soggetto produttore di cultura. In un mondo di cambiamenti globali molto accentuati, la cultura ludica non poteva rimanere indenne da influenze nelle sue secolari pratiche. Identificare vecchi e nuovi modelli ludici può contribuire a equilibrare una bilancia che sembra tendere sempre più verso una scarsa autonomia di movimento, di creatività e del corpo del bambino, e sempre più verso la subordinazione a forme standardizzate e commerciali di gioco.
Los juegos, los juguetes y el entretenimiento son herramientas imprescindibles en la construcción de la cultura lúdica de los niños. En las prácticas lúdicas de los niños se concretan, casi desde el surgimiento de cada vida, una buena parte de socialización del individuo, vivido de forma autónoma por grupos de pares, generador de competencias sociales, de conocimiento del medio, de convivencia, de partilla, de resiliencia, de cumplimiento de reglas, de fruición del placer, o sea, de enfrentamiento de las más diversas y, a veces, adversas situaciones vivenciales. La tesis Juegos, Juguetes y Entretenimiento – Trayectos Intergeneracionales se sostiene teóricamente en la Sociología de la Infancia para identificar la presencia del lúdico en el cotidiano de los niños, intentando señalar contextos y realidades sociales distintas y discernir, en la travesía de los tiempos, las formas, los procesos de transmisión, las amenazas y las posibilidades de jugar de los niños. A través de una investigación de naturaleza cualitativa, con la realización de entrevistas a miembros de las mismas familias de cuatro generaciones (hijos, padres, abuelos y bisabuelos) se establecen rutas de acceso al conocimiento sobre los modos como los juegos, los juguetes y el entretenimiento han realizado su recorrido histórico, sobre los espacios-tiempos del entretenimiento, y sobre las prácticas de permiso, transgresión y (re)producción del jugar, para, con ese conocimiento, aclarar las configuraciones sociales, atravesadas por desigualdades sociales y por la diversidad cultural que permiten o inhiben la afirmación de los niños como actores sociales y sujetos productores de cultura. En un mundo de cambios globales muy acentuados, la cultura lúdica de los niños no podría pasar en él incólume en sus seculares prácticas. Identificar viejos y nuevos padrones lúdicos puede contribuir para identificar una balanza que, cada vez más, parece pender para la pérdida del sentido de autonomía del movimiento, de la creatividad y del propio cuerpo del niño y para la subordinación a formas estandarizadas y mercantiles del jugar.
Spiele, Spielzeuge und das Spielen sind unentbehrliche Werkzeuge für die Bildung einer verspielten Kultur der Kinder. In den spielerischen Aktivitäten der Kinder, die schon kurz nach der Geburt beginnen, verfestigt sich ein Großteil der Sozialisierungsprozesse des Individuums, gelebt auf autonomische Weise unter Gleichgestellten, als ein Generator der Sozialkompetenzen, des Wissens über die Umwelt, des Zusammenlebens, des Teilens, der Widerstandsfähigkeit, des Befolgens von Regeln, des Auslebens des Vergnügens, kurz, als die Konfrontation verschiedenster, auch manchmal negativer, Situationen. Die Dissertation Jogos, Brinquedos e Brincadeiras – Trajectos Intergeracionais (Spiele, Spielzeuge und das Spielen – Wege der Generationenbeziehungen Nach der qualitativen Untersuchung, durch die Durchführung von Interviews der Mitglieder dieser vier Generationen alten Familien (Kinder, Eltern, Großeltern und Urgroßeltern), ergaben sich Zugangswege zum Verständnis wie Spiele, Spielzeuge und das Spielen sich im Verlauf der Jahre entwickelt haben. Auch über Ort und Zeit des Spielens hat es Aufschluss gegeben. Ebenso über Gebote und Verbote, der Überschreitung und des (Wieder)Kreierens der Spiele, die benutzt werden um durch dieses Wissen die soziale Konfigurationen zu klären, welche von sozialen Ungleichheiten und kulturellen Vielfalt durchsetzt sind, die die Aussage der Kinder als sozialaktive Menschen und Kulturerzeugender Staatsbürger erlauben oder hemmen. ) basiert theoretisch auf der Kindersoziologie, um die Präsenz der Verspieltheit im Alltag der Kinder aufzuspüren, und versucht, Kontexte und verschiedene soziale Realitäten, ausgewählt im Verlauf der Zeit, aufzuweisen und zu unterscheiden wie auch die Spielweisen, die Übertragungsprozesse, die Bedrohungen und die Spielmöglichkeiten der Kinder. In einer Welt in der die globale Wandlung sehr deutlich ist, kann die jahrhundertalte “Spielkultur” der Kinder nicht unversehrt weiterleben. Alte und neue Spielmuster zu erkennen kann ein Gleichgewicht wiederherstellen, das immer mehr zum Verlust der Autonomie in der Bewegung, der Kreativität und der Unterordnung des Kinderkörpers der stereotypen und merkantilen Formen zu tendieren scheint.
Fundação para a Ciência e a Tecnologia (FCT) - Bolsa de Doutoramento SFRH/BD/28081/2006

The diploma thesis deals with the approach of today's elementary school pupils to medieval games. The theoretical part of the thesis characterizes the period of the Middle Ages and the representation of the game in the life of medieval people. It is about the importance of the game, the most famous classification of games are described and the play is described in the school-age pupils. The practical part of the thesis presents the course and results of the research aimed at determining the familiarity of students of school age with medieval games. Partial goals were to analyze the representation of medieval games in the school-age pupils' life and to determine how these pupils look at medieval games, even in the context of today's games. The research file consisted of 282 pupils of the 4th and 7th grades of elementary school. Three research assumptions have been formulated and verified by chi-quadrate. The results found point to the importance of medieval games in the lives of today's children, and the research concept itself offers suggestions for pedagogical activities in the context of the education of primary school pupils, in which the game has an irreplaceable role.

Como brincam as crianças nos dias de hoje? Qual a importância dessa atividade para o seu desenvolvimento? O que desenvolve a criança durante as suas interações? Ao longo do trabalho, serão abordadas estas e outras questões consideradas pertinentes, a fim de compreender a importância do brincar durante o desenvolvimento infantil. Segundo alguns autores, o brincar é uma atividade complexa onde se interliga a ficção com a realidade, ou seja, ao brincar as crianças recebem estímulos e informações do meio que as rodeiam, fazendo com que estas reproduzam ações relacionadas com o modo como percecionam o meio envolvente. À medida que vão crescendo, as crianças vão adquirindo conhecimentos relacionados com a perceção do mundo onde vivem, aprendendo a lidar com múltiplos estímulos que lhes é apresentado. Para se compreender o universo lúdico, serão abordados diversos conceitos, tais como brinquedo, jogo e brincadeira. Durante o brincar, as crianças interagem umas com as outras através da comunicação verbal, sendo esta uma característica fundamental do brincar. Iremos também abordar o papel do educador, com base no apoio que este disponibiliza às crianças, de modo a enriquecer as múltiplas aprendizagens que poderão advir da atividade lúdica. Para a elaboração da monografia recorri à investigação ação que é uma das metodologias qualitativas de investigação, que me dá a possibilidade de intervir ao mesmo tempo que observo. Para além da observação direta realizei entrevistas às crianças, a um grupo de pais e a 3 educadoras de infância. Após toda a recolha de informação e tratamento de dados foi possível concluir que as educadoras que acompanhei durante a intervenção/ação têm em comum, na sua prática pedagógica, a noção da importância do Brincar, onde salientam que este ato é fundamental e essencial para o bom desenvolvimento intelectual e emocional da criança.
How do children play in today’s present world? How important are these activities to their behavioural growth? What part of these playful activities helps nurture such interactions? We will look at and analyse all of these and other pressing questions which are deemed to have a considerable impact and importance to a child’s development throughout the years of their infancy. According to many authors, the act of playing is a complex one where fiction meets reality. Children are stimulated by their surroundings and their environment. With age, children evolve, expand and capture ideas through relationships with their surroundings and activities on a more complex level to allow them to multi task behaviours in various ways. To enable us to fully understand the world of play we will take a deeper look at concepts such as toys, games and role-play. One of the most fundamental processes of the act of play is verbal communication. Children integrate with one another mainly through this very precise channel. We will explore the role of the teacher and the stepping stones they provide children in helping them through the important journey that we know as the act of play. Is it how that in the days of today, the children play? Which the importance of this activity for his development? What develops the child during his interactions? Along the work, these will be boarded and other respected relevant questions, in order that understanding the importance of playing during the childlike development. Accord ing to some authors, playing is a complex activity where the fiction is interconnected with the reality, in other words, while playing the children receive stimuli and information’s of the way that surround them, doing so that these reproduce actions connected with the way of like perception the involving way. While vain grow, the children are acquiring knowledge’s connected with the perception of the world where they live, learning to deal with multiple stimuli that it is presented to them. In order that the playful universe is managed to understand, several concepts will be boarded, such as toy, play and joke. During this activity, the children interact a few with others through the verbal communication. The paper of the educator will be going to be boarded, on basis of the support that this have to the children, in way to make rich the multiple apprenticeships that will be able to result from the playful activity. For the preparation of the monograph resorted to research action which can also be named as qualitative research, as it gives me the opportunity to intervene while I watch. In addition to direct observation conducted interviews with children, a group of parents and 3 kindergarten teachers. After all the information collection and processing of data it was concluded that the educators that followed during the operation / action have in common, in their teaching, the notion of the importance of Play, which point out that this act is crucial and essential for the good intellectual and emotional development of children.
Escola Superior de Educação, Instituto Politécnico de Setúbal

Tese de doutoramento em estudos da Criança (especialidade em Sociologia da Infância)
A investigação Brincadeiras de faz de conta de crianças em uma turma de educação infantil - Um estudo etnográfico em Sociologia da Infância focaliza aspectos referentes à cultura lúdica, tendo como pressuposto as crianças como contribuintes ativos para o complexo processo de continuidade cultural e mudança dentro do grupo de pares, e na sociedade em geral. O objetivo da investigação é compreender como as crianças, nas suas relações entre pares e nos espaços-tempos do brincar definidos pelo contexto da instituição de educação infantil, constituem suas culturas da infância. A investigação busca revelar os principais elementos definidores das culturas de infância, no espaço do brincar e nas relações entre as crianças nele situadas, e identificar a rotina das crianças em uma turma de educação infantil. A metodologia utilizada foi a etnografia, incorporando a observação participante e instrumentos metodológicos visuais (câmera de vídeo e máquina fotográfica), tendo como foco uma turma de 22 crianças de 3 e 4 anos de idade, em uma unidade municipal de educação infantil de Seropédica - Rio de Janeiro. Este estudo confirma que as crianças, nas suas relações entre pares, constituem suas próprias culturas da infância nas quais manifestam suas competências sociais, onde o brincar ocupa um espaço fundamental na constituição dessas culturas e no exercício da participação social. Revela a socialização das crianças no contexto da pré-escola, em suas brincadeiras de faz de conta, nas relações entre pares e nas suas produções gráficas, ao produzirem suas culturas da infância. As rotinas e a organização do espaço-tempo mostram a necessidade de a escola dar maior autonomia às crianças para desenvolverem as atividades de modo geral e as representações gráficas, em particular, e proporcionar momentos diários para essas produções. Os resultados mostram também que é preciso que os educadores contextualizem o processo educativo, partindo da realidade de vida das crianças e valorizando os conhecimentos que elas já possuem ao chegar à pré-escola. É preciso, também, encontrar caminhos nos espaços-tempos da pré-escola que favoreçam a construção da autonomia, para que as crianças possam se expressar por meio de suas várias linguagens e possam ter suas vozes ouvidas.
The study “Kids’ make-believe games in a early childhood education class – an ethnographic study in childhood sociology” focuses in aspects related to the playful culture, taking as a base the active participation of the kids to the complex process of cultural continuation and changes inside peer cultures and in the society in general. The main intent of the research is to understand how the kids constitute their children’s cultures, in their relationships with other kids and in the times-spaces of the play determined by the context of the early childhood education institution. The study aims to reveal the main elements that define the children’s cultures, included in the importance of playing and the relations between kids while playing, and identify the routine of the kids of a early childhood education class. The methodology used here was the ethnography, with a participant observation and methodological visual tools (video camera and photo camera), choosing as the principal focus a 3-4 yearold class, of 22 childrens in a municipal unity of early childhood education, in Seropédica, Rio de Janeiro. This study confirms that childrens, while having relations with other kids, make their own children’s cultures, in which they show their social capacity. To play has a very important space in the formation of these cultures and in their social participation. It reveals the socialization of childrens at preschool, in their make-believe plays, in their contact with other kids, and in their drawings, where they produce their children’s cultures. The routines and organization of time-space show the necessity for the school to give more autonomy to the children, so they can develop the activities in general, and the graphic representations, in particular, and also make daily moments for those productions possible. The results also show that teachers ought to contextualize the educational process, starting from the reality of the childrens and contemplating the knowledge that they had acquired before preschool. Its also necessary to find ways in the timesspaces of preschool that help the creation of autonomy, so that childrens can express themselves through their different languages and then be able to have their voices heard.

1 ABSTRACT A toy is a method in encultury. The deals with a toy in context of contemporary visual culture like a product of culture industries. It solves how the specific toys could manipulate children's perception. It examines types and basic principles of children's games in relation to toys. In case study it examines a proces of children's game for two children in a home environment in relation to specific toys. It documents and characterizes the toys which are available for children and a way how a children plays with them. It observes, records, analyzes and reflects children's game and tracks constants and a transformations of ideas, concepts and skills which are entering gaming proces. Following a research probe, it suggest a set of art activities. KEYWORDS Child, formation, game, toy, observe, advertisement, visual, visual culture

The work is focused on child's play, its evolution, characteristics, importance and its contribution to the development of the child during early school age, ie after the onset of the elementary school. The work is divided into two parts. Theoretical and practical. The theoretical part describes the concepts as a game, toys, importance of play, early school age, development and personality development of the child. It also describes the characteristic traits of children of early school age, especially in the play and leisure activities. The practical part of the thesis builds on the previous thearetical part, which evaluates the results of the pre-selected children monitoring during the gameplay. Using a qualitative empirical research, I will carry out a detailed analysis of the activities of chlidren's game. Monitoring will be recorded in questionnaires, answering predetermined questions.

My thesis concentrates on the game, the playfulness and the toy. At first, I was searching for where these topics were most common and how they effected our lives generally. I presented some of the definitions. Then I worked more with these definitions and I put them into a connection with the art and the padegogy. Later I made a separated point of the role of the game, the playfulness and the toy in the visual art. I introduced some artist, who have been using the topics of mainly the game and the playfulness in their art work. The toy was presented more like the theme of the art works. The final part concentrates on the visual art project, which is prepared for children at age eight to ten years. One of the range was introduced deeply. n this range present individual lessons, one of them is showed in detail. This lesson is named The painting by the soap bubbles and I had been taught it at The basic art school Na Proseku. After this lesson I wrote reflection of it. Whole thesis is ilustrated by the pictures. In the conclusion I try to summarize knowledge I reached.