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Search Results: 1 - 10 of 56125 matches for " Eulina da Rocha Lordelo "
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Intera??o social e responsividade em ambientes doméstico e de creche: cultura e desenvolvimento
Lordelo, Eulina da Rocha;
Estudos de Psicologia (Natal) , 2002, DOI: 10.1590/S1413-294X2002000200015
Abstract: aiming to describe and compare the interactional levels in home and day-care centres environments, including different indicators of interaction, this study observed 148 children in free play situations, 58 in day-care centres and 90 in home environment, from low and medium ses. the observations were filmed and segmented in 30 intervals of 10 seconds. all adult-child and child-child interactions were coded. the results found suggest that home and day-care centres are different about the opportunity of interactions; at home, there are more body interactions, but this difference is not found in verbal interactions. the interaction concept seems crucial at this study. the results suggest that studies in the area should discuss the interaction criteria used, aiming a more comprehensive description about the development environment, in which the role of culture may be considered included.
O apego e a separa o
Eulina da Rocha Lordelo
Psicologia: Ciência e Profiss?o , 1988, DOI: 10.1590/s1414-98931988000100019
Abstract:
Revisitando as fun??es da imaturidade: uma reflex?o sobre a relevancia do conceito na Educa??o Infantil
Lordelo, Eulina da Rocha;Bichara, Ilka Dias;
Psicologia USP , 2009, DOI: 10.1590/S0103-65642009000300003
Abstract: understanding the nature of childhood may be critical for several areas of research and application. the last decades have witnessed the deconstruction of childhood concepts, based on historical, anthropological and psychological research work, which demonstrate significant social and cultural variability of societies’ and historical epochs’conceptions about childhood and child upbringing. meanwhile, it’s increasingly consensual that early education is important and that schools are children’s privileged place, detached from the world of adults and particularly from the world of labor. these notions are partially due to pragmatic motives - the need to prepare children for their future insertion in a competitive labor market - and also to theoretic considerations: the assumption of radical socio-cultural and environmental perspectives which construe developing human beings as endowed with unlimited plasticity and liability to immediate and historical environmental contingencies. this paper aims to question these standpoints and to suggest an alternative research agenda on childhood as a bio-psycho-social phenomenon. human immaturity is focused from an evolutionary psychology perspective, as well as recent studies on cognition and metacognition, learning, play and self-esteem, among other themes approached from this perspective. questions related to childhood education in brazil, its implicit and explicit curricula and its compatibility with a bio-psycho-social conception of childhood are discussed.
Educac o infantil na Noruega Early education in Norway
Eulina da Rocha Lordelo,Monika Rothle
Psicologia: Ciência e Profiss?o , 2006, DOI: 10.1590/s1414-98932006000300013
Abstract: Em compara o com os demais países nórdicos, a Noruega tem uma história mais recente de educa o infantil. Um sistema disseminado e com forte financiamento público só se tornou disponível a partir dos anos 70. A descri o desse sistema de educa o infantil contida neste artigo inclui um breve histórico, informa es sobre financiamento, responsabilidades e custos, disposi es legais sobre pessoal - forma o necessária e condi es de trabalho, bem como instala es, equipamentos e materiais. Todo o sistema é regulado por legisla o nacional, preservando ampla liberdade de planejamento e a o para as próprias institui es e o pessoal envolvido. Os objetivos e metas, conteúdos e métodos, a pedagogia como idéias sustentadas e práticas assumidas constituem o foco central do artigo, especialmente a ênfase dedicada à brincadeira e ao trabalho criativo. Acompanhando o relato, o artigo prop e algumas compara es com a situa o brasileira, enfatizando as diferen as legais, culturais e pedagógicas que podem ser observadas nos dois sistemas, buscando-se refletir sobre li es que podem ser extraídas e usadas na avalia o do sistema de educa o infantil no Brasil. Compared with other Nordic countries, Norway has a more recent history in early child education. A broad system, with strong public support, only became available from the 70’s. A description of this system in this paper includes a brief historic, information about funding, responsibilities and costs, legal regulations about personnel - education and work conditions, as well as facilities, equipment and materials. The whole system is guided and controlled by national regulations, although freedom for planning and acting is kept for institutions and personnel. Objectives and goals, contents and methods, the pedagogy as sustained ideas as well as actual practices constitute the central focus in this paper, especially the emphasis dedicated to play and creative work. We also make some comparisons with the Brazilian situation, emphasizing the legal, cultural and pedagogical differences observed in both systems. We use these comparisons to think about the lessons that can be learned and used in evaluating the early child education system in Brazil.
Estratégias de comunica??o em situa??o poliádica de creche
Lordelo, Eulina da Rocha;Carvalho, Ana Maria Almeida;
Cadernos de Pesquisa , 1999, DOI: 10.1590/S0100-15741999000100009
Abstract: considering the importance of early experiences, particularly regarding responsiveness and synchrony in the interactions with the environment, with important effects on the cognitive, affective and social areas, this study aimed to search the day-care-centers possibilities as interactional contexts. 62 children aged 1 to 3 years old, from 5 different day-care centers, half of them from private and the others from public day-care centers, were observed at their natural play settings, in three sessions of 10 minutes each, obtained in different days. samples of interactive episodes between adults and children were qualitatively examined, aiming to identify the interactional partners and the ways through which children and adults set themselves in the whole interactional pattern. the results of this analysis suggest that the adult, besides the expected strategies of individual and collective communication, use ordinarily a third basic communication strategy, called articuled communication, with thematic and other forms of alternation between the targets. in this pattern, the adult extends the interactions that occur with an individual to others, amplifying the interactive episode, creating links between themes and individuals. these results are discussed in terms of the inadequacy of the opposition between dyadic versus polyadic situations, that is generally used to compare the rearing contexts in family and collective environments.
Padr?es de parceria social e brincadeira em ambientes de creches
Lordelo, Eulina da Rocha;Carvalho, Ana Maria Almeida;
Psicologia em Estudo , 2006, DOI: 10.1590/S1413-73722006000100012
Abstract: in an ethological perspective, patterns of social partnership and types of play are species-specific, which produces regularity and a certain degree of universality in the phenomena, although in interaction with actual environment conditions. how does the day care center environment affect these patterns? this study aimed at describing patterns of social partnership and kinds of play among 1-3 year old children, in different types of daycare centers. we observed 62 children, from public and private centers, during their daily play activities. samples of the observations were categorized into the dimensions type of partnerships and type of play; frequencies were related with the variables sex, age, time in daycare center, type of daycare center and population density, through anova and correlation tests. all the selected variables showed effects on some of categories of preference in partnership and kind of play. these results are discussed from the ethological perspective that attributes intrinsic motivation and sensitivity to environment conditions.
Metas de socializa o em diferentes contextos Metas de socialización en diferentes contextos Socialization goals in different contexts
Eulina da Rocha Lordelo,Monika Roethle,Akemy Brand?o Mochizuki
Paidéia (Ribeir?o Preto) , 2012, DOI: 10.1590/s0103-863x2012000100005
Abstract: Segundo a Psicologia Evolucionista, metas de socializa o integram as etnoteorias parentais, prescri es que permitem a rápida ado o de estratégias de cuidado e socializa o funcionais em um passado recente. Visando a explorar essa perspectiva, este estudo objetivou comparar metas de duas amostras de diferentes contextos. Setenta e seis m es brasileiras e 52 norueguesas foram entrevistas sobre metas de socializa o. Descritores de metas foram selecionados por ordem de apresenta o e submetidos ao programa Analyse d′évocations. Aproximadamente metade dos descritores que atingiram a frequência mínima foi compartilhada entre as duas amostras, indicando ideais compartilhados em sociedades urbanas, embora ocupando posi es de prioridade diferentes. As maiores diferen as estiveram relacionadas aos valores individualismo/coletivismo, e s o congruentes com as diferen as ecológicas entre os dois contextos. Esses resultados podem ser relacionados aos contrastes culturais entre sociedades com trajetórias diferentes, mas também às condi es socioecon micas vigentes, sendo compatíveis com a perspectiva evolucionista. Según la Psicología Evolutiva, metas de socialización integran las etnoteorías de los padres, conocimientos que permiten la rápida adopción de estrategias para cuidado y socialización funcionales en el pasado reciente. Con el objetivo de explotar este enfoque, este estudio tuvo como objetivo comparar metas de dos muestras en diferentes contextos. Participaron 76 madres brasile as y 52 noruegas, entrevistadas sobre metas de socialización. Descriptores fueron seleccionados por orden y tratados en el programa Analyse d'évocations. Aproximadamente la mitad de los descriptores fueron compartidos entre las muestras, con indicación de ideales compartidos en las sociedades urbanas, pero en posiciones diferentes de prioridad. Las mayores diferencias fueron relacionadas con valores de colectivismo individualismo, en congruencia con las diferencias ecológicas entre los dos contextos. Resultados pueden estar relacionados a contrastes culturales entre sociedades con diferentes ideales, pero también a condiciones socioeconómicas imperantes, y son compatibles con el punto de vista evolutivo. According to evolutionary psychology, socialization goals integrate the parental ethnotheories, requirements that enable the rapid adoption of care and socialization strategies which were functional in the recent past. Aiming to explore this approach, this study compared the goals of two different samples, living in different contexts. A total of 76 Brazilian and 52 Norwegian mot
Educa o infantil e psicologia: para que brincar? Children education and psychology: playing for what?
Eulina da Rocha Lordelo,Ana Maria Almeida Carvalho
Psicologia: Ciência e Profiss?o , 2003, DOI: 10.1590/s1414-98932003000200004
Abstract: Discute-se o lugar da brincadeira no currículo da educa o infantil. A partir da nova LDB, coloca-se a tarefa de construir, ou reconstruir, em alguns casos, propostas de atendimento que contemplem as necessidades da crian a em desenvolvimento. A mudan a constitui um problema face à tendência à aplica o, por analogia, de um modelo de institui o escolar a essa faixa etária, evidente na organiza o do ambiente e das atividades proporcionadas à crian a. Questiona-se a vis o da brincadeira como meio através do qual a crian a vai atingir objetivos escolares, representando uma vis o de infancia apenas como promessa de futuro, sem importancia para o presente. Prop e-se uma orienta o para a educa o infantil que privilegie um conceito de desenvolvimento como adapta o atual. This paper discusses the role of playing in the curriculum of early education. Following the new LDB (national orientations for Education), we have the task of constructing or reconstructing, in some cases, proposals for early childhood care that meet the developing child’s needs. The change is difficult due to the trend of applying, through analogy, a school model to early childhood education. This trend is evident in the environment organization and in the activities proposed to children. We argue against looking at playing as a vehicle through which the child will achieve schooling goals, representing a vision of childhood only as a promise for the future, disregarding the present. We propose instead an early education that privileges a concept of development as present adaptation.
Um novo bebê: interpreta es sobre competências
Ana Cristina Bortoletto-Dunker,Eulina da Rocha Lordelo
Psicologia: Ciência e Profiss?o , 1993, DOI: 10.1590/s1414-98931993000100003
Abstract:
Contexto e desenvolvimento cognitivo: freqüência à creche e evolu??o do desenvolvimento mental
Lordelo, Eulina da Rocha;Chalhub, Anderson Almeida;Guirra, Raquel Cardoso;Carvalho, Cláudio Seal;
Psicologia: Reflex?o e Crítica , 2007, DOI: 10.1590/S0102-79722007000200019
Abstract: this study aimed to assess effects of the day care center experience on the cognitive development of pre-school children. two groups of children, 18 from day care centers and 19 who were cared for at their homes were studied, including their mothers, took part in this study. both groups had equivalent socioeconomic status and lived in a very poor neighborhood. bayley scales or wppsi-r scale (according to age) were used four times in a 26 month period; as an auxiliary research instrument, the mothers were interviewed for providing a child assessment from their own point of view. the results show that family income and, to some extent, the mother's school level affected cognitive development. attendance to a day care center did not produce significant differences in cognitive development; maternal assessments suggested some differences between groups in the first evaluation, which disappeared, most of them, in the last one. these results are compatible partially with international literature and their implications are discussed.
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