To live childhood: the deaf child into the context of playing games

Abstract

The goal of this investigation is to make a reflection in the magic of the children world and dive into the scenery lived in the childhood and then enlarge our sight to the deaf child into the context of playing games, interpreting from a reference of Van de Kooij (1997), presenting games to 18 deaf children from 5 to 6 years old of the Escola Municipal Helen Keller, from the city of Caxias do Sul, RS, Brazil. During ludic activities, the children presented characteristics of variability and utilization of these moments of activities. The majority of the children participate in the ludic activities with personal preference. They manipulate and explore the material freely showing much concentration and joy. The screams and the signalization were constant during observations. When transferring the ludic protocol to a deaf child and using the categories of observation of Van der Kooij, it was noticed that activities of repetition and the exploratory experiences considered less complexes and then, those ones represent a repertory of experiences very poor, presented more incidence, differentiating only in the quantity of activities. When observed several possibilities, toys and materials available in the playing environment of the school, promoted spaces of learning and social coexistence, constituting in activities more and more complex.