塑造自闭症儿童参与的物质参与:小组学习中的体现与主体性。

IF 1.8 Q2 PSYCHOLOGY, MULTIDISCIPLINARY
Europes Journal of Psychology Pub Date : 2024-05-29 eCollection Date: 2024-05-01 DOI:10.5964/ejop.13307
Juliene Madureira Ferreira, Luciana Soares Muniz
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引用次数: 0

摘要

本研究调查了自闭症谱系(AS)儿童参与小组学习时的材料参与及其承受能力。我们采用了一种名为 "想法日记 "的方法来促进课堂环境中的社交互动,重点是了解如何以及何时通过构建和操作日记来支持儿童在小组中的参与和知识构建。费尔南多-冈萨雷斯-雷伊(Fernando González Rey)提出的主观性理论与认知的能动性描述相互交融,为这项调查提供了指导。这一框架为儿童在 AS 上的交流过程提供了独特的视角,也为研究导致儿童参与的参与机制提供了必要的支持。我们介绍了两个关于 9-10 岁男孩的案例研究。数据包括儿童制作和使用的日记,以及儿童在小组讨论中互动的视频记录。我们的分析方法包括对材料的定性符号学分析和对社会互动的微观分析。结果表明,首先,参加 AS 的儿童不断参与日记的构建,表达了他们的主观元素--经历、想法和他们与世界互动的系统。重复是儿童创作的框架,也是参与的标志。其次,材料的参与促成了参与式的意义建构,在本研究中,参与式意义建构表现为在 AS 上的儿童和他们的同伴之间创造新的交流资源,改编叙述内容,在对话中接近儿童的观点。这项研究虽然是在特定的教学实践背景下进行的,但它有助于加深我们对物质参与在有自闭症儿童参与的学习情境中的社会参与作用的理解,特别是在教育心理学和教育学方面。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Material Engagement Shaping Participation of Children on the Autism Spectrum: Embodiment and Subjectivity in Small-Group Learning.

This study investigated the material engagement and their affordances for participation of children on the autism spectrum (AS) in small-group learning. Framed by a methodology called Idea Diary that fosters social interactions in classroom environments, our focus was on understanding how and when the construction and manipulation of the diary supported children's participation and knowledge construction in small groups. This investigation was guided by the intersection of the theory of subjectivity developed by Fernando González Rey and enactive accounts of cognition. This framework provided the view of the singularity in the communicative process of children on the AS and the necessary support for examining the mechanisms of engagement that led to children's participation. We present two case studies of 9-10-year-old boys. Data consists of the diaries produced and used by children and video recordings of children's interactions during small-group discussions. Our analytical approach included a qualitative semiotic analysis of the materials and a micro-analysis of the social interactions. The results showed, first, that children on the AS continuously engaged in the construction of the diary, expressing elements of their subjectivity-experiences, ideas and the system through which they interact with the world. Repetition framed children's productions and signalled engagement. Second, material engagement enabled participatory sense-making, which in this study appeared in creating new communicative resources between the child on the AS and their peers and in adapting the narratives, approximating children's perspectives in conversations. Although contextualised within a specific pedagogical practice, the study contributes to advancing our understanding of the role of material engagement in social participation in learning situations involving children on the AS, particularly relevant in educational psychology and education.

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来源期刊
Europes Journal of Psychology
Europes Journal of Psychology PSYCHOLOGY, MULTIDISCIPLINARY-
CiteScore
3.90
自引率
0.00%
发文量
27
审稿时长
31 weeks
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