PLAYING THE CHILD WITH LEARNING DIFFICULTY IN THE SCHOOL CONTEXT

Andrea Ruzzi-Pereira, Marina Ferreira Aleixo de Paula, Paulo Estevão Pereira

Abstract


The child development is influenced by many factors, that can influence many areas of occupation. The learning which is inserted in the occupation education, according to the Structure of The Practice of Occupational Therapy: Domain and Process, when presented with some difficulty can negatively influence the development of the child. This study aimed to analyze the play of a child with learning difficulty. An exploratory research was developed with a qualitative approach in which data were collected adapted entertainment test during the play of the child in the school context grouped into 15 categories and subdivided into three categories proposed by the other test: intrinsic motivation, internal control and freedom to suspend the reality. The sample consisted of subjects who present learning difficulties , with ages ranging from 8 to 10 years old, and studying in a elementary school of Minas Gerais. The data were analyzed by the Flick´s categorical analysis method. Through the play, some gaps and or difficulties could be observed in the children, what is not expected according the development phases they are. It is concluded that the difficulty of learning will negatively influence the play. There is a necessity from the health and or educational professionals who are inserted in the school context to be able to assess and stimulate the child´s play, something that is crucial for their global development.


Keywords


Child Development; Learning; Recreation; Occupational therapy

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