Play and ludic situations: their relevance to overcome learning difficulties

1.2 Children’s development and childhood
Paper in a Symposium (Symp)
3:00 PM, Tuesday 29 Aug 2017 (30 minutes)
Afternoon Refreshments   03:30 PM to 03:50 PM (20 minutes)
Play and ludic situations are grounded in a child's imagination. The play world of children at home sits in contrast with the learning environments of many children at school. However, play creates the conditions which allow children to separate and explore differing modes of subjectivization, including those related to learning. Unfortunately, assimilation of learning for children with disabilities in Brazil is still focused on intellectual operations which dominate many school activities today. One of the challenges we face in research focused on children with learning difficulties is the children’s complete lack of interest in school discipline knowledge. In addition, many children present a curious reaction to avoid efforts related to school tasks, even though they know how to solve particular school problems. We have found in our analyses that this reveals a negative affective position towards what is taught in schools. These affective reactions express complex subjective configurations that integrate multiple subjective senses related to the complexity of the children’s lives, particularly those evoked by the incapacity of the school to generate a different social space for children where family and other systems of children’s relationships are meaningfully considered. In our research, play as well as the use of tasks modeled as ludic activities, have created learning situations that have generated different children's subjective sets, which appear to permit them to advance learning tasks in ways that they cannot solve at school. The sequence that has been very productive in our research is as follows: First, the use of spontaneous play chosen by the participants with the active participation of the researcher at moments in which affective relationships with children and among children are created. In a second moment, once the play activities function well, we involve those participants who are affectively engaged in the play activities to become engaged in a new social scenario that we have designed, where children begin a new activity with the researcher who is using school tasks as ludic situations. In these scenarios, imagination becomes an important device to advance the tasks. The procedures, their theoretical implications, and the results will be discussed in depth in this presentation, making it possible to conclude that without the subjective involvement of children it is very difficult to overcome learning difficulties.
University Center of Brasilia/ University of Brasilia

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