Silvia Regina de Souza

Características atribuídas a jogos educativos: uma interpretação Analítico-Comportamental

The bibliography of empirical research that used educational games for the data collection has been reviewed in order to identify arguments in which authors specified the games characteristics and interpret these based on the principles of Behavior Analysis. A search with the boolean operator “AND” has been performed in the databases Scielo and Pepsic and the descriptors educational games, games AND education, games AND health (Base Scielo) and games; game; games AND toys (Pepsic). Seven articles were selected and the arguments that have underlined the following games have been identified: establishing operations, instructional and stimulus control (discrimination and generalization). It was recognized from the authors’ arguments of the reviewed literature that educational games have characteristics of teaching strategies and motivating, leading to the conclusion that they can contribute to the programming of effective and efficient teaching.

Treinamento de mães: instruções e fichas no auxílio à tarefa escolar

This study investigated the effects of instructions or instructions plus tokens training procedures, used by mothers, on the following behavioral categories: “praise the child’s behavior”, “instruct the child”, and “do the task for the child”. Seven (7) mother-child pairs participated in the study. Mothers were chosen randomly and placed in two groups (Group 1 and Group 2). During Phase 1 of the study, mothers were asked to help their children with one task including math figures and problems. In Phase 2, mothers of Group 1 and 2 received instructions about how to help their children with their homework. The mothers of Group 2 used tokens additionally, as a consequence, for the mothers’ behavior of praise the child’s behavior and instruct the child instead of doing their homework. In Phase 3, the procedures from Phase 1 were used with both groups. Data from the study suggest that the training method used did not have any effect on the results. In addition, results show that individualized training can meet the specific needs of mothers more efficiently, and are more interesting than group training. Key words: mothers training, tokens and instructions, school homework.

A percepção de atletas de diferentes categorias do futebol sobre o comportamento dos treinadores: comportamento percebido e ideal

Este trabalho teve por objetivo investigar como atletas do futebol das categorias Sub-15, Sub -17 e Sub-20 analisam o perfil do seu treinador (comportamento percebido do treinador) e como gostariam que ele se comportasse (comportamento ideal do treinador). Participaram da pesquisa 74 atletas brasileiros. Os atletas responderam a Escala de Comportamento do Treinador - versao atleta (ECT-A) indicando como se comporta o seu treinador e como gostariam que ele se comportasse. Os resultados sugerem que o fato de pertencerem a diferentes categorias nao significa que tenham percepcoes diferentes acerca do modo como se comporta o seu treinador ou sobre como gostariam que ele se comportasse. Embora a avaliacao dos atletas do seu treinador tenha sido positiva, comparando-se as medias obtidas para o comportamento percebido pelo atleta no treinador e comportamento ideal, verifica-se que ela sempre foi menor para o comportamento percebido. Finalmente, nao houve diferenca significativa entre as respostas relacionadas ao comportamento percebido e ao comportamento ideal para a dimensao reforco pessoal negativo. Apesar dos aspetos interessantes neste artigo, os resultados indicam a necessidade de investigacoes futuras.

“DIMDIM: NEGOCIANDO & BRINCANDO” NO ENSINO DE HABILIDADES MONETÁRIAS A PRÉ-ESCOLARES ("Dimdim: negotiating & playing” in teaching pre-school children monetary skill)

Resumo O presente estudo teve como objetivo investigar os efeitos do uso do jogo DimDim: Negocianndo & Brincando! sobre atividades de manejo de dinheiro. Participaram cinco pre-escolares, com 5 anos de idade. O procedimento foi composto de tres etapas: pre-teste, intervencao e sondas. Os resultados indicam que o jogo pode auxiliar no ensino das atividades de identificacao de cedulas/moedas, nas relacoes entre o valor falado e as cedulas/moedas, o valor impresso e as cedulas/moedas, nas operacoes de soma e CRMTS (Constructed Response Matching to Sample) de adicao. Os dados indicam, ainda, que o jogo pode ser utilizado como uma ferramenta adicional no ensino de habilidades envolvidas no comportamento de manejo de dinheiro, mas necessita reformulacoes para o ensino de operacoes de subtracao. Palavras chave: Equivalencia de Estimulos, Jogos Educativos, Manejo de Dinheiro, Habilidades Matematicas. Abstract The following study aimed to investigate the use effects of the game DimDim: Negotiating & Playing ! on money management activities. Five pre-school children aged five years participated in the study. The procedure was comprised of three stages: pre-test, intervention and surveys. The results indicated that through the game is possible to teach to identify bills/coins, in the relationship between the spoken value of the bills/coins, in the printed value, bills/coins, in addition operations and in addition CRMTS (Constructed Response Matching to Sample). The data also showed that the game can be used as an additional tool in teaching skills involved on money handling, but it needs reformulations for the teaching of subtraction operations. Keywords: Stimulus Equivalence, Educational Games, Money Handling, Mathematical Skills. Resumen El presente estudio tuvo como objetivo investigar los efectos del uso del juego DimDim: Negociando & Jugando sobre actividades de manejo de dinero. Participaron cinco preescolares de cinco anos de edad. El procedimiento estuvo compuesto de tres etapas: prueba previa, intervencion y sondeos. Los resultados indican que el juego puede ayudar en la ensenanza de la identificacion de billetes / monedas, en la relacion entre el valor hablado y billetes / monedas, el valor impreso y billetes / monedas, en las operaciones de adicion y en CRMTS (del ingles Constructed Response Matching to Sample) de adicion. Los datos tambien muestran que el juego puede ser utilizado como una herramienta adicional en la ensenanza de actividades de manejo de dinero, pero es necesario reformulaciones en el juego para la ensenanza de operaciones de resta. Palabras clave: Equivalencia de Estimulos, Juegos Educativos, Manejo de Dinero, Habilidades Matematicas. DOI: http://dx.doi.org/10.21615/cesp.9.1.6

Características atribuidas a juegos educativos: una interpretación Analítico-Comportamental

The bibliography of empirical research that used educational games for the data collection has been reviewed in order to identify arguments in which authors specified the games characteristics and interpret these based on the principles of Behavior Analysis. A search with the boolean operator “AND” has been performed in the databases Scielo and Pepsic and the descriptors educational games, games AND education, games AND health (Base Scielo) and games; game; games AND toys (Pepsic). Seven articles were selected and the arguments that have underlined the following games have been identified: establishing operations, instructional and stimulus control (discrimination and generalization). It was recognized from the authors’ arguments of the reviewed literature that educational games have characteristics of teaching strategies and motivating, leading to the conclusion that they can contribute to the programming of effective and efficient teaching.

Characteristics attributed to educational games: an interpretation behavior analytic

The bibliography of empirical research that used educational games for the data collection has been reviewed in order to identify arguments in which authors specified the games characteristics and interpret these based on the principles of Behavior Analysis. A search with the boolean operator “AND” has been performed in the databases Scielo and Pepsic and the descriptors educational games, games AND education, games AND health (Base Scielo) and games; game; games AND toys (Pepsic). Seven articles were selected and the arguments that have underlined the following games have been identified: establishing operations, instructional and stimulus control (discrimination and generalization). It was recognized from the authors’ arguments of the reviewed literature that educational games have characteristics of teaching strategies and motivating, leading to the conclusion that they can contribute to the programming of effective and efficient teaching.

Controle por unidades menores que a palavra: jogo de tabuleiro educativo aplicado por mães

The present research aimed to investigate whether an educational board game, based on the relations network and stimuli equivalence model, applied by mothers, leads to the reading and writing of taught 1 Endereço para correspondência: Departamento de Psicologia Geral e Análise do Comportamento, Centro de Ciências Biológicas, Universidade Estadual de Londrina, Rod. Celso Garcia Cid, PR 445, Km 380, Caixa Postal 6001, Londrina, PR, Brasil 86051-990. E-mail: grabfr@gmail.com e ssouza@uel.br Agradecimento: À Fundação Araucária. Artigo elaborado a partir da dissertação de G. B. F. R. Pellizzetti, intitulada “O ensino de leitura e escrita e o controle por unidades menores que a palavra por meio de um jogo de tabuleiro aplicado por mães”, Universidade Estadual de Londrina, 2011. Apoio fi nanceiro: Bolsa Produtividade Fundação Araucária para S. R. de Souza. Pellizzetti, G. B. F. R., Souza, S. R. 824 words and new words formed by the recombination of syllables from these words. Three dyads (mother and her son) participated in the study. The children, 5 years of age and of typical development, attend preschool. The study was carried out in fi ve stages: pretest, teaching mothers the use of the board, intervention/game, probe and follow-up. After completion of the study, mothers answered a questionnaire that assessed the game as a pedagogical resource. The game allowed the teaching of the relationship between the printed word, a group of syllables, pictures, handwritten and spoken word. Results showed that the mothers learned to use the board game and that the behavior of praising children’s performance was more common than reprehending them or calling their attention. With the beginning of the intervention/game, there was an increase in the percentage of pictures and words matched correctly and syllables selected correctly. Although there was an increase in the percentage of teaching words that were read correctly and of correct pairings, this performance did not remain constant throughout the sessions. All mothers indicated the positive aspects of the use of the board game. The results reaffi rm the need for technologies to teach reading and writing skills which allow for the involvement of parents as well as the need for more research in the area.

Control por unidades menores que la palabra: juego de mesa educativo aplicado por las madres

The present research aimed to investigate whether an educational board game, based on the relations network and stimuli equivalence model, applied by mothers, leads to the reading and writing of taught 1 Endereço para correspondência: Departamento de Psicologia Geral e Análise do Comportamento, Centro de Ciências Biológicas, Universidade Estadual de Londrina, Rod. Celso Garcia Cid, PR 445, Km 380, Caixa Postal 6001, Londrina, PR, Brasil 86051-990. E-mail: grabfr@gmail.com e ssouza@uel.br Agradecimento: À Fundação Araucária. Artigo elaborado a partir da dissertação de G. B. F. R. Pellizzetti, intitulada “O ensino de leitura e escrita e o controle por unidades menores que a palavra por meio de um jogo de tabuleiro aplicado por mães”, Universidade Estadual de Londrina, 2011. Apoio fi nanceiro: Bolsa Produtividade Fundação Araucária para S. R. de Souza. Pellizzetti, G. B. F. R., Souza, S. R. 824 words and new words formed by the recombination of syllables from these words. Three dyads (mother and her son) participated in the study. The children, 5 years of age and of typical development, attend preschool. The study was carried out in fi ve stages: pretest, teaching mothers the use of the board, intervention/game, probe and follow-up. After completion of the study, mothers answered a questionnaire that assessed the game as a pedagogical resource. The game allowed the teaching of the relationship between the printed word, a group of syllables, pictures, handwritten and spoken word. Results showed that the mothers learned to use the board game and that the behavior of praising children’s performance was more common than reprehending them or calling their attention. With the beginning of the intervention/game, there was an increase in the percentage of pictures and words matched correctly and syllables selected correctly. Although there was an increase in the percentage of teaching words that were read correctly and of correct pairings, this performance did not remain constant throughout the sessions. All mothers indicated the positive aspects of the use of the board game. The results reaffi rm the need for technologies to teach reading and writing skills which allow for the involvement of parents as well as the need for more research in the area.

Control by units smaller than the word: educational board game applied by mothers

The present research aimed to investigate whether an educational board game, based on the relations network and stimuli equivalence model, applied by mothers, leads to the reading and writing of taught 1 Endereço para correspondência: Departamento de Psicologia Geral e Análise do Comportamento, Centro de Ciências Biológicas, Universidade Estadual de Londrina, Rod. Celso Garcia Cid, PR 445, Km 380, Caixa Postal 6001, Londrina, PR, Brasil 86051-990. E-mail: grabfr@gmail.com e ssouza@uel.br Agradecimento: À Fundação Araucária. Artigo elaborado a partir da dissertação de G. B. F. R. Pellizzetti, intitulada “O ensino de leitura e escrita e o controle por unidades menores que a palavra por meio de um jogo de tabuleiro aplicado por mães”, Universidade Estadual de Londrina, 2011. Apoio fi nanceiro: Bolsa Produtividade Fundação Araucária para S. R. de Souza. Pellizzetti, G. B. F. R., Souza, S. R. 824 words and new words formed by the recombination of syllables from these words. Three dyads (mother and her son) participated in the study. The children, 5 years of age and of typical development, attend preschool. The study was carried out in fi ve stages: pretest, teaching mothers the use of the board, intervention/game, probe and follow-up. After completion of the study, mothers answered a questionnaire that assessed the game as a pedagogical resource. The game allowed the teaching of the relationship between the printed word, a group of syllables, pictures, handwritten and spoken word. Results showed that the mothers learned to use the board game and that the behavior of praising children’s performance was more common than reprehending them or calling their attention. With the beginning of the intervention/game, there was an increase in the percentage of pictures and words matched correctly and syllables selected correctly. Although there was an increase in the percentage of teaching words that were read correctly and of correct pairings, this performance did not remain constant throughout the sessions. All mothers indicated the positive aspects of the use of the board game. The results reaffi rm the need for technologies to teach reading and writing skills which allow for the involvement of parents as well as the need for more research in the area.