Teoria da mente e contação de histórias: intervenção com crianças pré-escolares

• Ano de defesa: 2019
• Autor(a) principal: Gubany, Lucilene Mendonça
• Orientador(a): Passos, Laurizete Ferragut
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Teoria da mente; Contação de histórias; Intervenção com crianças pré-escolares; Filosofia da mente
• Palavras-chave em Inglês: Theory of mind; Storytelling; Intervention with preschool children; Philosophy of mind
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
• Link de acesso: https://tede2.pucsp.br/handle/handle/22871

Theory of Mind is the ability to explain and predict human behavior through mental phenomena, which are intentions, beliefs and emotions. Acquiring the Theory of Mind contributes to socio-emotional development, because understanding mental states such as desires, emotions, and beliefs assist in understanding oneself and others. The literature of the area shows that storytelling contributes to the development of Theory of Mind. The objective of the present research was to evaluate the effect of two storytelling procedures on the performance of tasks that evaluate the Theory of Mind and to verify the hypothesis of greater impact of the stories told with the use of puppets versus stories told with books about the development of Theory of Mind. Participated in the research thirteen children of both sexes, aged between 4.0 and 4.2 years old, who attended a daycare center in the north of São Paulo, attended by low- income families. The research was developed in three phases: Pre-test, intervention and post-test. In the pre and post-test were applied 7 tasks of Theory of Mind from the task scale. Among these 7 tasks, the first 3 tasks are known to be easier and the last 4 to be more difficult. The intervention took place in 5 storytelling sessions for two groups of children: There were 7 children in group 1 (G1) who heard stories with puppet representation and 6 children in group 2 (G2) who heard stories with the help of picture books. After the intervention procedure, the pre-test and post-test results of each group were analyzed. The results suggest that both groups showed growth but considering the sum of the most difficult tasks on the Theory of Mind task scale, group (G1) showed a slightly higher growth than group (G2). The present research points to some advantages in storytelling when doing puppetry intervention compared to book-assisted storytelling intervention. Further research may deepen these findings with larger numbers of children, including considering other variables such as socioeconomic status and age