Interação Entre Pares na Creche

Abstract

This research, based on the socio-historical perspective, taking as theoretical studies of Lev Vygotsky and Semyonovitch Henri Wallon. It investigated how the interactions happen between children in the context of the activity room daycare, belonging to a rural public school in the city of Grace - Ceará. Also aimed to identify the situations that happen in the interactions between children as well, to see how the teacher conducts mediation during these interactions and to understand how children transform the space of the room in peer interaction. The methodology is a qualitative approach being conducted observations of a group of twenty-three children aged three years and six months to four years and six months. The results indicate that the interactions between pairs occur through various situations present in the routine of the children, especially the reception, the wheel of conversation, storytelling, through the presence of children's books in the room, through play and activities that arise as a pretext for interaction. It is noteworthy that in situations of play there is a large presence of exchanges between children. The teacher conducts mediation in peer interactions through mediating tools, and likewise the children also use these tools to interact. In this context, the space is transformed by children from the interactions that take place while playing.