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Importância da experiência do observador na avaliação das affordances da criança
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Abstract(s)
O papel influente da perceção que os adultos têm das crianças, nomeadamente, das suas possibilidades de ação ou affordances, tem sido evidenciado em literatura recente ao nível da supervisão e segurança infantil. O objetivo do presente estudo foi verificar se a experiência dos adultos em lidar com crianças estaria relacionada com uma perceção mais ajustada das suas capacidades de ação. Participaram neste estudo 14 crianças em idade pré-escolar, respetivos encarregados de educação (EE), três educadoras de infância (EI) e três auxiliares de ação educativa (AAE). A tarefa experimental consistiu em pedir a cada criança para atravessar um “rio” de uma margem à outra com recurso a “pedras” colocadas por adultos. Os pares foram agrupados em função da diversidade de níveis de experiência e familiaridade dos adultos. Ou seja, os EE realizaram a tarefa com o(a) seu(sua) educando(a) e com uma criança com características estruturais semelhantes. As EI e AAE realizaram a tarefa com uma criança de estatura “baixa”, uma “média” e uma “alta”. A atividade foi filmada para facilitar a recolha e posterior análise descritiva dos dados. Uma análise comparativa, embora sem significância estatística, entre parâmetros de desempenho na tarefa realizada entre os diferentes grupos de observadores e crianças, permitiu-nos corroborar estudos recentes. Os resultados sugeriram que os EE tendem a subestimar a alcançabilidade dos filhos, as EI e AAE subestimam mais as crianças “baixas” e que estas crianças demoram mais tempo a executar a tarefa e falham mais vezes com as AAE. Com este estudo reforçamos a necessidade de mais estudos desta natureza, mas com uma amostra superior, que verifiquem e contribuam para uma mais ajustada perceção das affordances das crianças. Entendemos a melhoria desta competência em quem lida diariamente com crianças como determinante para a seleção de ambientes e experiências promotoras do desenvolvimento e aprendizagem motora.
The influential role of adults' perception of children, namely their affordability or action possibilities, has been evidenced in recent literature on child supervision and safety. The aim of the present study was to verify if adults' experience in dealing with children is related to a more adjusted perception of their ability to act. 14 preschool children, their guardians (G), three preschool teachers (T) and three educational assistants (A) participated in this study. The experimental task was to ask each child to cross a “river” from one bank to another using “stones” placed by adults. The pairs were grouped according to the diversity of experience levels and familiarity of the adults. That is, the G performed the task with his/her child and a child with similar structural characteristics. The T and A performed the task with a child of "short", "medium" and "tall" height. The activity was filmed to facilitate the collection and subsequent descriptive analysis of the data. A comparative analysis, although not statistically significant, between task performance parameters performed between the different groups of observers and children, allowed us to corroborate recent studies. The results suggested that G tend to underestimate the achievability of children, T and A further underestimate “short” children and that these children take longer to perform the task and fail more often with A. With this study we reinforce the need for more studies of this nature, but with a larger sample, which verify and contribute to a more adjusted perception of children's affordances. We understand the improvement of this competence in those who deal with children daily as a determinant for the selection of environments and experiences that promote motor development and learning.
The influential role of adults' perception of children, namely their affordability or action possibilities, has been evidenced in recent literature on child supervision and safety. The aim of the present study was to verify if adults' experience in dealing with children is related to a more adjusted perception of their ability to act. 14 preschool children, their guardians (G), three preschool teachers (T) and three educational assistants (A) participated in this study. The experimental task was to ask each child to cross a “river” from one bank to another using “stones” placed by adults. The pairs were grouped according to the diversity of experience levels and familiarity of the adults. That is, the G performed the task with his/her child and a child with similar structural characteristics. The T and A performed the task with a child of "short", "medium" and "tall" height. The activity was filmed to facilitate the collection and subsequent descriptive analysis of the data. A comparative analysis, although not statistically significant, between task performance parameters performed between the different groups of observers and children, allowed us to corroborate recent studies. The results suggested that G tend to underestimate the achievability of children, T and A further underestimate “short” children and that these children take longer to perform the task and fail more often with A. With this study we reinforce the need for more studies of this nature, but with a larger sample, which verify and contribute to a more adjusted perception of children's affordances. We understand the improvement of this competence in those who deal with children daily as a determinant for the selection of environments and experiences that promote motor development and learning.
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Keywords
Experiência Affordances Perceção Educação de infância