Dissertations / Theses on the topic 'Projeto Playground'

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Engenharia de Produção<br>Made available in DSpace on 2012-10-19T05:25:40Z (GMT). No. of bitstreams: 0Bitstream added on 2014-09-26T00:15:38Z : No. of bitstreams: 1 184490.pdf: 20029036 bytes, checksum: e8069934d65338a176ea83a40c2e92b8 (MD5)<br>Este trabalho tem como interesse primordial tornar os brinquedos de recreação existentes, em playgrounds - espaços de recreação infantil - e parques infantis, acessíveis à criança com paralisia cerebral, por meio do objeto de estudo escolhido, um playground instalado na APR (Associação Paranaense de Reabilitação), localizado no município Curitiba, capital do Estado do Paraná. Busca-se propiciar às crianças usuárias sua adaptação, a partir dos problemas de acessibilidade encontrados, os quais, muitas vezes, impedem-nas do exercício do lazer e da integração social. Além disso, outros aspectos prioritários para adaptação dos brinquedos serão levantados, tais como: segurança, conforto e manutenção nos equipamentos. Para gerar acessibilidade, serão utilizadas as normas técnicas da ABNT (Associação Brasileira de Normas Técnicas) e outros textos guias. A pesquisa desenvolvida é classificada como estudo de caso, com a indicação de alguns constrangimentos observados na criança, em decorrência de sua relação com o ambiente durante a atividade nos brinquedos, apresentando-se, tanto quanto possível, soluções simplificadas mas coerentes com a realidade socioeconômica e tecnológica brasileira

Playing is the dominant activity in children's daily life, but is the playground still the place where children have their first encounter with societal roles, norms and values of today’s society, through the act of playing? The playground functions as the place where children are forced to educate themselves, in learning to develop, to make decisions, to solve problems, and to regulate emotions. They look for risks in order to test and explore their physical limits. In this research, I will be focusing on the existing playground in the street of my childhood home aiming to gain understanding as to whether or not the playground still fits the needs of children. Is there still space to discover the basic guidelines of social behaviour and finding out one's personal limits? Looking at today’s playground, I see an over-designed, completely protected, safe-in-the-grid play area which leaves no space for one’s own interpretation and imagination and is not at all a suitable space for testing out your own limits. The play objects are already placed in a concrete form and can only be used in one specific way, eliminating any space for personal initiative. I am curious about how these playground designs arose, and whether there is any kind of communication with children about their needs and desires in the context of play. Which parties decide where and how playgrounds are built in the urban landscape, and why playgrounds are not connected with their urban surroundings, but instead form separated and isolated entities. This detached space often does not meet the demands of the children, resulting in them abandoning the designated playing area, and finding play areas of their own, including streets and abandoned buildings or wastelands, sometimes close to traffic, where they chose to play instead. Making the playground as safe as possible by placing the different kind of play equipment behind a fence is actually resulting in its opposite safety in that the children are looking for a different kind of place to play freely. Aiming to answer these questions, I studied the work of Aldo van Eyck and Bruno Munari, both architects who worked on playgrounds and used primary shapes in urban architecture. I am also focussing on the work of Mariana Brussoni, who writes about the importance of the element of risk in playing, and how this affects a child’s development and social behaviour. For this research, I am working closely together with the municipality and NIJHA Playground Equipment Factory to get a better understanding of the origins of playgrounds. Adding to this research, I conducted many conversations with children from different cities and neighbourhoods, with the aim to find out what the perfect play area is for children and how that fits in the urban landscape, or more specifically, in my own street.

O objetivo deste trabalho é criar diretrizes que auxiliem no desenvolvimento de projetos para parques infantis acessíveis às crianças com deficiência. As leis, decretos e normas nacionais, tais como: a lei nº 7.853/1989; o decreto nº 5.296/2004; e as normas ABNT NBR 9050/2004 e NBR 16071/2012, apenas apontam recomendações abrangentes a serem aplicadas nos ambientes de lazer, limitando-se a informar sobre a necessidade de criar-se espaços acessíveis, sem indicar o como e a forma. Sendo assim, a fim de se estabelecer e delimitar as lacunas existentes, este estudo apresenta uma ampla correlação dos dados obtidos em revisão documental de leis nacionais e internacionais, conceitos de ergonomia, acessibilidade, tecnologia assistiva, princípios do design universal e levantamento de campo em escolas da rede pública. Pela amplitude do problema, a pesquisa se restringiu a investigação voltada apenas à acessibilidade dos usuários de cadeiras de rodas, seguindo as etapas da Metodologia Ergonômica para Ambiente Construído – MEAC. Os resultados são diretrizes específicas que servem tanto para o pátio como para os brinquedos do parque infantil.<br>The aim of this paper is to create guidelines which help in the development of projects for accessible infant playgrounds to handicapped children. The national laws, decrees and rules such as: a law nº 7.853/1989; the decree nº 5.296/2004; and the rules ABNT NBR 9050/2004 and NBR 16071/2012, just aim broad recommendations to be applied in leisure environments, just informing about the necessity of creating accessible places without indicating how and its form. Therefore, with the objective of establishing and delimitating the existing blanks, this study presents a wide correlation from the obtained data in documentary review of national and international laws, ergonomy concepts, accessibility, assistive technology, universal design principles and field survey at public schools. By its problem extent, the research limited the investigation just to accessibility of wheelchair users, following the steps of Ergonomic Methodology for Built Environment – MEAC. The results are specific guidelines which serve for the courtyard as well as for the infant playground toys.

This Thesis is focused on analysis of real project in Studený village. In introductory chapter there is detailed analysis and evaluation of the implemented project of multipurpose playground, using project management tools. Current situation of Studený village is ilustrated by using SWOT analysis. On the real project of the multipurpose playground there are also explaind strog and week parts of future using of the playground and it draws attention on its threats and opportunities. In theoretical part there are described methods of multicriterial decision making, expert team selection models, theory of social selection and project managment methods. In the following chapter there is shown practical utilization, on the real projetct of multipurpose playground in Studený, according to TOPSIS, AHP and ORESTE methods. Attention is drawn on possible problems with social selection using Dodgsons examples and there are suggested countermeasures with help of Condorcets funcion and SPAN method. The Thesis shows the necessity of these methods and their application on a real project.

The Global Village Playground (GVP) was a capstone learning experience designed to address institutional assessment needs while providing an integrated, contextualized, and authentic learning experience for students. In the GVP, students work on simulated and real-world problems as a design team tasked with developing an alternate reality game that makes an impact on the United Nations Millennium Development Goals. The purpose of this study was to evaluate the effectiveness of the design of the GVP as a capstone experience. The research design follows a qualitative case study approach to gather and analyze data collected from the instructors and students participating in the pilot implementation of the GVP. Results of the study show predominantly favorable reactions to various aspects of the course and its design. Students reported to have learned the most through interactions with peers and through applying and integrating knowledge in developing the alternate reality game that was the central problem scenario for the course. What students demonstrated to have learned included knowledge construction, social responsibility, open-mindedness, big picture thinking, and an understanding of their relationship to the larger society and world in which they live. Challenges that resulted from the design included the amount of necessary to build consensus and then develop an overarching game concept, the tension between guided and directed instruction, and the need to foster greater interdependence among students while encouraging them to become more self-directed.

Background: T2DM (Type 2 Diabetes) has relatively recently emerged as new epidemic now affecting children. T2DM also disproportionately affects Canadian First Nations and Inuit. Physical activity during childhood has been shown to reduce the likelihood of the progression to overweight and obesity in adulthood. Overweight and obesity are predictors of the onset of T2DM. Objective: To describe and assess activity levels of schoolchildren in an indigenous elementary school with and without the presence of a playground animator in order to further enhance knowledge and prevent T2DM in this population. The proportions of students in sedentary, active, and walking (moderate) physical activity levels were described with and without the presence of a playground animator. The relationship of physical activity to contextual variables such as supervision, organization and equipment were also described. The effect of temperature and time were also observed for their effects on physical activity level. In order to address other issues affecting healthy lifestyles, we also examined negative behaviours such as bullying or teasing (name calling) and used field notes to provide an ethnographic description of the playground atmosphere. Methods: A direct observation method entitled SOPLAY was used to assess physical activity and record other contextual variables. Children in grades 1-6 were observed during three months (September to December 2011) at recess and lunchtime when an intervention in the community offered an animator at the school on alternate days for recess and lunch time. Results: After 3 months of observations the average number of children per scan observed engaging in sedentary activity was 0.49 ± 1.21, for walking activity 7.22 ± 6.96, and for active 2.94 ± 4.38. A comparison of days with and without the animator showed no differences in activity level overall. The contextual variables (organisation, equipment provision and supervision) were found to be significantly positively associated with walking and active (MVPA) behaviours (p<0.05) but not with sedentary activity. Temperature change (-4°C to 25°C) showed significant correlations with activity levels (p<0.05), higher temperatures were found to be positively associated with increases in sedentary and active levels. Poor snack choices and peer teasing and bullying were observed in the school's environment as well. Conclusions: Improving physical activity levels, and healthy lifestyles among children in schools as a group poses special obstacles and numerous resources are needed to effect change. More research involving the critical examination of the most promising behaviour change techniques with school children is needed. Barriers to successful implementation of school based physical activity and healthy behaviour interventions require in-depth policy guidance.<br>Contexte: DT2 (diabète de type 2) a relativement récemment émergé comme une nouvelle épidémie qui affecte maintenant les enfants. DT2 affecte aussi les Premières nations du Canada et les Inuits de façon disproportionnée. L'activité physique pendant l'enfance a prouvé réduire le risque de la progression de la adiposité et l'obésité à l'âge adulte. L'adiposité et l'obésité sont des facteurs prédictifs de diabète de type 2. Objectif: décrire les niveaux d'activité des enfants d'école, dans une école élémentaire indigènes, afin d'améliorer les connaissances sur le DT2 et de prévenir le DT2 dans cette population. Les proportions d'étudiants qui mènent une vie sédentaire, active (intensité modérée à vigoureuse) et les niveaux d'activité physique de marche ont été décrits. La relation entre l'activité physique à des variables contextuelles telles que la supervision, l'organisation et l'équipement qui ont également été décrits. La température et le temps font effet et ont également été observées pour leurs effets sur le niveau d'activité physique. Afin de répondre à d'autres questions qui touchent les changements de mode de vie sain, nous avons également examiné les comportements négatifs tels que l'intimidation et les taquineries (insultes) et des notes de terrain utilisé pour fournir une description ethnographique de l'atmosphère des aires de jeux. Méthodes: Une méthode d'observation directe qui se nomme SOPLAY a été utilisée pour évaluer l'activité physique et pour enregistrer d'autres variables contextuelles. Les enfants aux niveaux primaires (1-6) ont été observés pendant trois mois (Septembre à Décembre 2011) à la récréation et pendant l'heure du dîner quand un appui communautaire a offert un animateur à l'école tous les deux jours ou le pendant le temps de la récréation et du dîner. Résultats: Après 3 mois d'observations, le nombre moyen d'enfants par observation qui participe à une activité sédentaire était de 0,49 + / - 1,21 ; 7,22 + / - 6,96 pour une activité de marche et 2,94 + / - 4,38 pour actif. Les variables contextuelles (organisation, la fourniture d'équipements et de supervision) se sont avérés significativement et positivement associée à la marche et aux comportements actifs (p0,05), mais pas avec l'activité sédentaire. Changement de température (-4ºC à 25ºC) démontre des corrélations significatives avec les niveaux d'activité (p0,05), la température qui augmente graduellement se révèle être positivement associée à l'augmentation des niveaux sédentaires et actives. Les niveaux d'activité de marche augmentent avec la température plus fraîche. L'addition d'un animateur de jeux a démontré une corrélation positive avec la marche qui augmente au fil du temps (r=0,26, p0,0001). Conclusions: Améliorer les niveaux d'activité physique et le mode de vie sain chez les enfants dans les écoles comme un groupe pose des obstacles spéciaux et de nombreuses ressources sont nécessaires pour effectuer un changement. Il faut davantage de recherches portant sur l'examen critique des techniques de changement comportement plus prometteurs avec les élèves. Obstacles à la mise en œuvre réussie de l'école selon l'activité physique et un comportement sain interventions nécessitent des orientations détaillées.

This diploma thesis solves processing of documents for realization of hotel construction in Špindlerův Mlýn. The work contains technical report, coordination situation, time and financial plan of construction, construction technology study, project of construction site equipment, design of construction machinery, plan of material resources, technological regulation for truss realization, plumbing and roofing, control and testing plan protection of health at work, playground project.

Este artigo é o relato de um trabalho de investigação-ação realizado num Centro Escolar sobre o tema da indisciplina, uma das preocupações da comunidade educativa. Direcionámos a nossa lente para os comportamentos dos alunos no recreio escolar, com incidência para os dias de chuva. A indisciplina envolve atitudes e comportamentos que são considerados inadequados e inaceitáveis em relação ao momento, contexto ou expectativas. Para diminuir e/ou prevenir este fenómeno, devem ser identificadas as causas e estabelecidos programas sistemáticos de prevenção. Passa ainda pela participação de todos os agentes educativos, incluindo os alunos. Realizámos o diagnóstico a fim de refletirmos sobre o problema, fazendo uma análise dos dados recolhidos, através de observações documentais e naturais, bem como dos questionários aplicados a pessoal docente e não docente, que nos permitiram realizar uma triangulação dos dados. Foi elaborado e implementado um projeto na escola para ocupar de forma saudável os tempos livres, promovendo os valores e atitudes, a fim de minimizar e/ou prevenir os problemas disciplinares. Pretendíamos ainda a discussão/reflexão compartilhada e a procura de soluções conjuntas. Os resultados foram positivos, com a diminuição da indisciplina e a melhoria do clima de escola, para as quais foi determinante o envolvimento da comunidade escolar e dos diferentes parceiros. Longe de ser um “receituário” com alternativas que venham a sanar o problema, o objetivo principal do projeto foi, antes de mais, promover a reflexão e análise do tema por parte dos envolvidos no processo educacional e dar início a um processo de mudança de atitudes dentro da escola.<br>This report is the result of an action research which took place at a schooling centre with the focus on the lack of discipline, one of the concerns amongst school staff. We focused our attention on student behaviour in the school playground, particularly on rainy days. The indiscipline includes attitudes and behaviors which are considered inadequate and unacceptable considering the moment, the context or expectations. To decrease and/or prevent this phenomenon, the causes must be considered and the preventive programs established. It is also needed the participation of all the educative agents, including the students. We made the diagnosis as a way of reflecting about the problem making an analysis of the natural data collected as well as interviews and questionnaires with teaching and non-teaching staff, so that we were able to perform a triangulation of data. A project was developed and implemented that would occupy the students’ spare time in a healthy way thereby promoting values, attitudes and ultimately minimizing and preventing disciplinary problems. We looked forward to joint discussions / brainstorming and sharing ideas in the search for better solutions. The results were positive with a decrease in indiscipline and an improvement in the schooling environment. The involvement of the school community and the different partners was a determining factor. Far from being a "recipe" with alternatives that will solve the problem, the main objective of the project was, first of all, to promote reflection and analysis of the theme by those involved in the educational process and to initiate a process of changing attitudes inside the school.

This study seeks to contribute to the understanding of procedural practices, aiming at the creative exploration of generative autonomy as a creative method and concept inherent to the computational medium. According to this idea, it addresses the principles that motivate the creation of software, analyzes concrete manifestations of its generative potential and proceeds to its practical exploration. The research begins by framing procedurality as a defining capacity of computational media in relation to previous media. In this sense, it discusses the notions of code and software, identifying its generative potential and addressing its exploration through the writing of processes or the definition of computational behaviors. The different understandings of processes are debated, from the point of view of their creation and experience, while emphasizing the processual and performative qualities of these media. Subsequently, the concept of generative autonomy is approached in order to analyze and describe concrete manifestations of this creative principle. To this end, we selected a set of aesthetic artifacts that use software as a creative medium and explore its generative potential as the main subject-matter of creation. Informed by the theoretical component, the analysis articulates different perspectives on these systems as aesthetic artifacts; it addresses their concepts and motivations and the way they are implemented at the level of their mechanics, as well as their experienceable results in terms of surface and dynamics. This analysis informs the practical component of the study which aims at the creative exploration of generative autonomy. We chose a context of presentation in accordance with the conceptual scope and experimental nature of the developed artifacts, which presente dynamic behavior, guided by processes, as performances that occur in real time. This study thus seeks to promote an understanding of the poetic possibilities and aesthetic qualities of computational media. It also seeks to encourage their creative exploration according to a critical, prospective and speculative stance on their modes of procedural expression.

Playgroups are a non-formal educational response for children under pre-school age and their caregivers to attend together, play and socialize. The playgroup model has been present in several countries, recently taking its first steps in Portugal with the pilot-project Playgroups for Inclusion (or “Grupos Aprender, Brincar, Crescer”, GABC). After its encouraging results, the goal has been to disseminate this service. This dissertation aimed at a comprehensive analysis of these new playgroups, focusing on its quality, similarly to the monitoring process carried out during the pilot. Two GABCs were invited to take part in this comprehensive analysis. Interviews with playgroup facilitators (N=4) and with participating caregivers (N=10) provided an insight on their expectations, experiences and perceptions of playgroup implementation and participation. Complementarily, GABC sessions were videotaped in order to assess its process quality with an observational tool – the Playgroups Environment Rating Scale (PERS; Alexandre et al., 2016), developed by the pilot-project monitoring team for the purpose of evaluating quality in a non-formal educational setting with such particular characteristics as the playgroups.<br>Os playgroups são uma resposta educativa não-formal para a primeira infância, para crianças e os seus cuidadores frequentarem em conjunto com o propósito de atividades de socialização e brincadeira. O modelo dos playgroups tem vindo a estar presente em diversos países, dando os seus primeiros passos recentemente em Portugal com o projeto-piloto Playgroups for Inclusion (ou “Grupos Aprender, Brincar, Crescer”, GABC). Depois dos promissores resultados, o objetivo é o de disseminar este serviço. A presente dissertação pretendeu conduzir uma análise compreensiva da implementação destes novos playgroups, com especial foco na sua qualidade, à semelhança do processo de monitorização conduzido no piloto. Dois GABCs foram convidados a participar nesta análise compreensiva. Entrevistas com as monitoras (N=4) e com cuidadores participantes (N=10) proporcionaram a compreensão das suas expectativas, experiências e perceções relativas à implementação e participação num playgroup. Adicionalmente, sessões de cada GABC foram filmadas de forma a permitir a avaliação da sua qualidade de processo com uma ferramenta de observação – a Playgroups Environment Rating Scale (PERS, Alexandre et al., 2016).

碩士<br>大葉大學<br>休閒事業管理學系碩士班<br>95<br>This study was to explore the differences and relationships of recreational satisfaction, cognition of operation performance, and cognition of BOT project in three recreational areas with private/public/BOT operation modes. A structural questionnaire including recreational satisfaction scale, cognition of operation performance scale and cognition of BOT project, was applied to collect data from visitors at Yamay Resort(BOT), Janfusun Fancyworld(Private) and Ali-shan forest recreation area(Public). The return questionnaires were filtered and coded into SPSS for further statistic analysis including, descriptive statistic, One-way ANOVA, Pearson Product-Moment Correlation Coefficient. The majority of samples was female, 21-30 years old, highly educated to academic level, lower monthly income under 20,000 NT dollars. The main findings were concluded as followings: 1. There was significant difference in different business model of recreational area of visitors’ recreation satisfaction, cognition of operation performance; 2. There was no significant difference in different business model of recreational area of visitors’ cognition of BOT project; 3. There was a positive correlation between recreational satisfaction and cognition of operation performance; 4. There was a positive correlation between recreational satisfaction and cognition of BOT project.

Classificação: 2956 Educação infantil e Cuidado das Crianças; 3040 Perceção Social e Cognição; 3373 Comunidade e Serviços Sociais / Classification: 2956 Childrearing & Child Care; 3040 Social Perception & Cognition; 3373 Community & Social Services<br>O projeto Playgroups for inclusion ou Grupos Aprender, Brincar, Crescer (GABC) consiste num projeto-piloto em Portugal dirigido a crianças entre os zero e os quatro anos de idade, que não estão inseridas em respostas educativas formais, bem como às suas famílias/cuidadores, e que se encontra a ser implementado em cinco distritos do país: Aveiro, Coimbra, Lisboa, Porto e Setúbal. Em Portugal os GABC são dinamizados por duas monitoras e em cada distrito existe uma supervisora licenciada em educação infantil. O presente trabalho visa analisar qual a perceção das supervisoras sobre a qualidade da implementação dos GABC, ao longo do período de implementação do mesmo. Para além da qualidade, visa compreender as expectativas destas sobre o projeto e como estas se foram modificando ao longo do período de implementação. Tem também como objetivo averiguar qual a avaliação geral dos GABC, segundo as supervisoras. Para tal, foram conduzidas entrevistas individuais às cincos supervisoras, em dois momentos distintos: um mês após o início dos GABC (T1; dezembro, 2015) e, outro sensivelmente um mês antes do seu término (T2; maio/junho, 2016). De um modo geral, as supervisoras consideraram que os GABC tiveram sempre em conta as necessidades e interesses das famílias, promovendo-se a sua participação, desde o início, existindo por isso ao longo da implementação um clima de bem-estar. Apesar dos GABC serem um contexto propício a experiências de aprendizagem diversas (sensoriais, de experimentação, etc.) e ser relatada a evolução das famílias aos longo do projeto, como aspetos negativos destaca-se a falta de assiduidade das famílias. Os resultados permitem concluir que, do ponto de vista das supervisoras os GABC constituem-se como uma resposta futura adequada, devendo existir, no entanto, estratégias claras que promovam uma maior assiduidade das famílias.<br>The project Playgroups for Inclusion (in portuguese Grupos Aprender Brincar Crescer – GABC), is a pilot project in Portugal for children between zero and four years old, who have not entered into formal educational responses as well as their families/caregivers, and which is being implemented in five districts: Aveiro, Coimbra, Lisbon, Porto and Setúbal. In Portugal the GABC are run by two monitors and each district there is a licensed supervisor in child education. This study aims to analyze what the perception of supervisors on the quality of implementation of GABC over the implementation of the same period. Besides its quality, aims to understand the expectations of these on the project and how they have changed over the implementation period. It also has the objective of verifying the overall assessment of GABC, according to the supervisors. To this end, individual interviews were conducted with five supervisors, at two different times: one month after the start of GABC (T1; December, 2015) and another roughly a month before its completion (T2, May / June, 2016). In general, supervisors considered that GABC always took into account of the needs and interests of families, promoting their participation from the beginning and throughout the implementation wellness climate. Despite GABC be an enabling environment to diverse learning experiences (sensorial, experimentation, etc.) and reported the evolution of the families throughout the project, negative aspects we highlight and the lack of attendance of families. The results show that, from the point of view of the supervisory GABC constitute as an appropriate future response should be, however, clear strategies to promote greater attendance of families.

Classificação: 2900 Processos Sociais e Questões Sociais; 2956 Educação na Infância e Cuidados Infantis<br>A primeira infância é uma das etapas mais importantes do desenvolvimento da criança. Pelo facto de existir ainda uma considerável percentagem de crianças que não se encontra inserida em qualquer equipamento de cuidados e desenvolvimento da primeira infância, foi implementado em cinco distritos o projeto-piloto Playgroups for inclusions - Grupos Aprender, Brincar, Crescer (GABC) com o objetivo de fomentar a aprendizagem natural da criança através da brincadeira e promover as interações entre todos os participantes (crianças e adultos). Neste sentido, a presente investigação pretendeu responder à seguinte questão: Quais são as perceções dos cuidadores do distrito de Lisboa, e como se alteram ao longo do tempo, relativamente às dinâmicas e implementação dos GABC? Pelo exposto, foram realizados, em dois momentos diferentes, seis grupos focais a 13 cuidadores que frequentam os GABC. No geral, os cuidadores mencionam os benefícios obtidos, tais como a melhoria da qualidade das interações e relações, a oportunidade de socialização, e um maior desenvolvimento da criança, assim como um aumento do seu envolvimento ativo ao longo dos GABC atribuindo esse facto à mediação das relações e benéficas qualidades relacionais e profissionais das monitoras. A nível de limitações, os cuidadores referiram os espaços onde decorrem os grupos bem como a falta de familiaridade dos GABC, que se traduziu na fraca adesão aos mesmos. Juntamente com a informação obtida dos monitores e supervisores, as perceções dos cuidadores contribuem para uma monitorização triangulada da implementação dos GABC, o que irá permitir tecer recomendações para a implementação à escala desta resposta.<br>Early childhood is one of the most important stages of child development. Because there is still a considerable share of children not enrolled in early care and development services, the project Playgroups for inclusions - Grupos Aprender, Brincar, Crescer (GABC) was implemented in five districts with the goal to instigate children’s natural learning through play, and promote the interactions of all participants (children and adults). Accordingly, the current research aims to address the following research question: What are the perceptions of caregivers in the Lisbon district, and how do they change throughout time, regarding the dynamics and implementation of GABC? To address this question, six focus groups with 13 caregivers participating in GABCs were implemented in two different moments. In general, caregivers mentioned attained benefits, such as improvement in the quality of interactions and relationships, the opportunities to socialize, and an amplified child development; as well as an increase of their active involvement throughout GABC, attributing this fact to the mediation of relationships and beneficial relational and professional qualities of the facilitator. In terms of limitations, the caregivers mentioned the spaces where groups take place as well as the lack of familiarity with GABC, which were reflected in low attendance. Together with the information collected from facilitators and supervisors, caregivers’ perceptions contribute to a triangulated monitoring process of GABC implementation, which will allow for the development of recommendations for the implementation of this service at scale.

O projeto piloto Playgroups for Inclusion/Grupos Aprender Brincar Crescer (GABC), revelou um conjunto de impactos positivos sobretudo para as crianças e suas famílias. Esta experiência contribuiu para uma emergência crescente de projetos desta natureza, tendo estes um papel importante nas comunidades devido ao facto de que muitas crianças continuam a não frequentar nenhum equipamento de infância, sobretudo até aos três anos de idade, e que a aposta na intervenção precoce continua a merecer a atenção por parte dos profissionais. O Centro da Sagrada Família (CSF) implementou o projeto Sala Aberta – GABC durante sete meses com o objetivo de colmatar a escassez de resposta educativa para a primeira infância, valorizar o relacionamento intergeracional e diminuir o isolamento e a exclusão social. Com o intuito de perceber as perceções e benefícios que os cuidadores guardam desta experiência, e a avaliação global que fazem do projeto, foram conduzidas sete entrevistas individuais com cuidadoras e duas com facilitadoras. As participantes reportam benefícios na criança, ao nível da socialização, uma melhor adaptação posterior à creche, e uma melhoria na qualidade da relação cuidador/criança. As facilitadoras destacam o empoderamento resultante da partilha de experiências e o impacto percebido nas famílias. Sobre o projeto em si, as participantes apontam o clima vivido no decorrer das sessões, que globalmente classificam como acolhedor, caloroso e humano. Os benefícios apontados pelas participantes vêm assim reforçar a implementação de projetos desta índole, reforçando a ideia destes se constituírem como uma forma de capital social que cria uma maior coesão comunitária.<br>The Playgroups for Inclusion pilot group / Grupos Aprender Brincar Crescer (GABC), revealed a set of positive impacts, especially for children and their families. This experience contributed to a growing emergence of projects of this nature, having an important role in the communities due to the fact that many children still do not attend any childhood equipment, especially up to the age of three, and that the bet on early intervention continues to deserve the attention of professionals. The Centro da Sagrada Família (CSF) implemented the Sala Aberta - GABC project for seven months, with the aim of filling the scarcity of educational programs for early childhood, valuing intergenerational relationships and reducing social isolation and exclusion. To understand the perceptions and benefits caregivers keep from this experience and their global evaluation from the project, seven caregivers and two facilitators were individually interviewed. In general, the results show the recognition of benefits not only in children but also in adults such as socialization, better adjustment when starting nursery school and a better relationship caregiver/child. Facilitators highlight the empowerment deriving from the exchange of experience and the impact observed on the families. On the project itself, the participants mention the climate experienced during the sessions, which globally classify as welcoming, warm and humane. The benefits pointed out by the participants thus reinforce the implementation of projects of this nature, reinforcing the idea that they are constituted as a form of social capital that creates greater community cohesion.