Resumo

PAIVA, Mariana; LINO, Dalila  e  ALMEIDA, Ana Maria. Adult Child Interaction and the Promotion of Choice and Problem Solving With Children of 4 and 5 Years. Invest. Práticas [online]. 2019, vol.9, n.1, pp.19-35. ISSN 2182-1372.  https://doi.org/10.25757/invep.v9i1.176.

The child is by nature questioning, restless and acts according to his interests and thoughts. Through choices children start activities of their interest and learn about the world, about themselves and others, starting to solve problems autonomously. In this way, it is important to adopt a pedagogy that gives the child the opportunity to develop his / her competence of choice and the autonomous resolution of problems. Thus, the main objective of this study is to analyze the interaction style of the preschool teacher and to identify the influence of these interactions on children's choice and problem-solving skills. The nature of the study is qualitative, and the methodology used is action research. The data were collected through participant and naturalistic observation, which allowed to record observations regarding children's choice and problem-solving skills. The HighScope Pre-School Program Quality Assessment (PQA) was also applied with the objective of evaluating and characterizing the interactions between the preschool teacher and the child. The collected data was analyzed through categorial content analysis. The research was carried out in a preschool classroom with a group of 22 children aged 4 to 5 years. The results show the existence of a relationship between the quality of adult-child interactions and the competence of choice and problem solving by the children. The analysis of the data is based on the theories and pedagogical approaches defended by Vygotsky, Malaguzzi and Dewey.

Palavras-chave : Adult-child interaction; Early childhood education; Choice; Problem-solving; Childhood pedagogy.

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