Intervention Program With Games: Theory And Practice

Abstract

The objective of this theoretical paper was to contextualize the intervention program of LEDA (Laboratory of Studies about Development and Learning, Institute of Psychology, University of Sao Paulo) in terms of theoretical framework and practice with games for children with learning difficulties. The former is based on Piaget's theory and on contemporary researches concerning the use of games and the implications for human development. The analysis of the practice refers to the work developed for the last 25 years in which the laboratory offered activities for elementary school children, attended once a week, during three semesters. Protocols are used to record procedures shown at different moments of the game context, as well as records of attitudes and information provided by the participants’ families and teachers. Data resulted the construction of a framework that represents a synthesis of the intervention program’s amplitude. Recent researches carried out in the context of the activities suggest that intervention with games favors interest, autonomy and the improvement of executive functions. This program enables participants to build up favorable attitudes towards the development and learning processes, acting as protagonists in the school environment and in their daily activities.