Maria Stella Coutinho de Alcântara Gil

Variáveis no ensino de discriminação para bebês

The investigation of the conditions necessary for infants to learn conditional discrimination is a challenge due to the difficulties related to maintaining small children in experimental conditions. The objective was to teach matching identity tasks to a 12-month-old infant in a experimenter organized in a room at a daycare center. Toys used as stimuli were displayed in an apparatus consisting of three windows cutout in a box, in front of which sat an experimenter with the infant. The trials began with the opening of the windows and the display of stimuli: in the case of the selection of the stimulus defined as S+, the infant could take the toy and play, in the case of the selection of S- the windows were closed until the following trial. In the matching phase with the model, a stimulus identical to one of the comparison stimuli was first presented in the center window of the apparatus. Constant analyses of the participants performance were carried out to manipulate the variables in force to maintain the infant in the experimental situation and to perform the proposed tasks. The discussion relates the quality of performance to the control exercised by variables such as social contact with the experimenter, alterations in the duration of tasks and variety of stimuli.

Análise teórica de itens de uma escala americana para avaliação do atendimento em creches inclusivas brasileiras

With the proposal of an inclusive early childhood education, it is necessary mechanisms to evaluate the quality of the education for infants and toddlers with special needs. The Infant/Toddler Environment Rating Scale Revised was developed to evaluate the quality of collective environments of child education under different aspects as surrounding physicist, interaction, activity and provisions to the children with special needs. Studies are investigating the viability of the scale for Brazilian context. In the direction of these studies, the research had as objective verify the understanding and the relevancy of the content of itens of the Infant/Toddler Environment Rating Scale - Revised Edition that deal with people with disabilities. It had been identified and translated 12 itens of the scale by a bilingual specialist. Then, it had been submitted to the content analysis for seven female specialists in child and special education, so that they evaluated the relevancy of itens, and to the semantic analysis for seven pupils of the course of psychology so that they evaluated the clearly and the understanding of itens, in both the cases registering in protocols. The data had been transcribed and analyzed in a qualitative way. The results had indicated that itens are pertinents and points ways to increase the accuracy with respect to future studies. Concludes that itens of the scale analyzed can contribute for the promotion and evaluation of the quality in early childhood centers but it is still necessary to work towards improve the accuracy of the content of itens.

O controle instrucional na brincadeira entre crianças com diferentes repertórios

This study characterized the acquisition and development of instructional control of three children who attended a daycare center. One child presented a deficit in giving, receiving and following instructions and the childs development was below scale. The instructional performance of the children was registered in video recordings of play periods for over seven months. The recordings registered: the instructions, the performance of the listeners when the instruction was received and the situations before and after the behavior of instructing and being instructed. There was an increase in instructing, being instructed and following instruction behaviors for all three children. Oral instructions and oral instructions with gestures occurred with greater frequency. The children who followed part of the instructions received intermittent reinforcement of the instructing behavior. The presentation and appropriate response to instructions was analyzed in terms of the behaviors of the speakers and listeners, and the development of instruction repertoires in children with deficits in giving and following instructions.

Social interaction of blind children and sighted children in early childhood education

As interacoes de criancas cegas tem sido objeto de crescente interesse nas ultimas decadas. Diante disso, os objetivos desse estudo, propostos em classes inclusivas da Educacao Infantil, foram: caracterizar a interacao social de criancas cegas que receberam ou nao estimulacao constante e especializada; e caracterizar a interacao social de criancas cegas e videntes. Participaram duas criancas cegas com aproximadamente cinco anos e seus colegas de sala regular. Foram organizadas situacoes em que as criancas pudessem brincar, e seus desempenhos foram videogravados. Foi adotado um sistema de classificacao que permitiu a analise comparativa das interacoes dos participantes e utilizado o SPSS-WIN (13.0) para realizar as analises estatisticas. Foram encontradas semelhancas e diferencas significativas ao comparar as caracteristicas das interacoes das criancas cegas com as das videntes. Foi possivel verificar que, havendo estimulacao constante e especializada, a crianca cega apresenta comportamentos semelhantes aos de uma crianca vidente no ambiente escolar.

Interação social de crianças cegas e de crianças videntes na educação infantil

As interacoes de criancas cegas tem sido objeto de crescente interesse nas ultimas decadas. Diante disso, os objetivos desse estudo, propostos em classes inclusivas da Educacao Infantil, foram: caracterizar a interacao social de criancas cegas que receberam ou nao estimulacao constante e especializada; e caracterizar a interacao social de criancas cegas e videntes. Participaram duas criancas cegas com aproximadamente cinco anos e seus colegas de sala regular. Foram organizadas situacoes em que as criancas pudessem brincar, e seus desempenhos foram videogravados. Foi adotado um sistema de classificacao que permitiu a analise comparativa das interacoes dos participantes e utilizado o SPSS-WIN (13.0) para realizar as analises estatisticas. Foram encontradas semelhancas e diferencas significativas ao comparar as caracteristicas das interacoes das criancas cegas com as das videntes. Foi possivel verificar que, havendo estimulacao constante e especializada, a crianca cega apresenta comportamentos semelhantes aos de uma crianca vidente no ambiente escolar.

Interacción social de niños ciegos y de niños videntes de educación infantil

As interacoes de criancas cegas tem sido objeto de crescente interesse nas ultimas decadas. Diante disso, os objetivos desse estudo, propostos em classes inclusivas da Educacao Infantil, foram: caracterizar a interacao social de criancas cegas que receberam ou nao estimulacao constante e especializada; e caracterizar a interacao social de criancas cegas e videntes. Participaram duas criancas cegas com aproximadamente cinco anos e seus colegas de sala regular. Foram organizadas situacoes em que as criancas pudessem brincar, e seus desempenhos foram videogravados. Foi adotado um sistema de classificacao que permitiu a analise comparativa das interacoes dos participantes e utilizado o SPSS-WIN (13.0) para realizar as analises estatisticas. Foram encontradas semelhancas e diferencas significativas ao comparar as caracteristicas das interacoes das criancas cegas com as das videntes. Foi possivel verificar que, havendo estimulacao constante e especializada, a crianca cega apresenta comportamentos semelhantes aos de uma crianca vidente no ambiente escolar.