A PLAY IN EARLY CHILDHOOD EDUCATION: THEORY AND PRACTICE IMPLICATIONS FOR TEACHING INTERVENTION

dc.contributorFac Presidente Prudente FAPEPE
dc.contributorUniversidade Estadual Paulista (Unesp)
dc.contributorCEPELIJ
dc.contributorGrp Pesquisa Cultura Corporal Saberes & Fazeres
dc.date.accessioned2018-11-26T22:40:53Z
dc.date.available2018-11-26T22:40:53Z
dc.date.created2018-11-26T22:40:53Z
dc.date.issued2015-01-01
dc.identifierNuances-estudos Sobre Educacao. Presidente Prudente: Univ Estadual Paulista Julio Mesquita Filho, Fac Ciencias & Tecnologia, v. 26, p. 55-74, 2015.
dc.identifier2236-0441
dc.identifierhttp://hdl.handle.net/11449/164844
dc.identifier10.14572/nuances.v26i0.2784
dc.identifierWOS:000215991800004
dc.description.abstractThe objective was getting to know and intervene on the conception and practice of a teacher in the use of child's play in a day care center. Afterwards, theoretical and practical interventions were carried out with the educator participating in the research aiming at enhancing her practice, from theoretical Historic-Cultural perspective. The investigation showed the presence of spontaneous and complexes child's play in the propositions of the teacher. According to the educator, both the theoretical and practical interventions, contributed to a quality change in her conception regarding child's play, however, she still pointed out indications that make her actions related to the theme difficult.
dc.languagepor
dc.publisherUniv Estadual Paulista Julio Mesquita Filho, Fac Ciencias & Tecnologia
dc.relationNuances-estudos Sobre Educacao
dc.rightsAcesso restrito
dc.sourceWeb of Science
dc.subjectDay care center
dc.subjectChild's play
dc.subjectCultural-historic theory
dc.titleA PLAY IN EARLY CHILDHOOD EDUCATION: THEORY AND PRACTICE IMPLICATIONS FOR TEACHING INTERVENTION
dc.typeArtículos de revistas


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