ABSTRACT : The present work tries to analyze the children’s drawing as one of the techniques and as a way in the work of psychopedagogical investigation. The consumption of drawing in Psychopedagogy enjoys a way for children to express themselves spontaneously tcc, monografias, monografias prontas, dissertação de mestrado e tese de doutorado, satisfying their desires for playful exercise. The excellent evaluation of the graphics supports data from the cognitive sector of the adstrict, as well as from the common allegorical processing with pathological deviations, giving the child absolute coverage.
Key words: Psicopedagocio ; Children’s Drawings; Psychopedagogical Evaluation;
ABSTRACT : The present work aims at analyzing children ‘s drawings as one of the techniques and pathway in psychopedagogical research work. The consumption of drawing in Psychopedagogy enjoys a way for the child to express himself spontaneously, satisfying his desire for playful exercise. The optimum evaluation of graphics absorbs data from the cognitive sector of the ascribed, in the same way as from the common allegorical processing with the pathological deviations, giving absolute comprehension of the child.
Keywords: Psychoeducation ; Children’s Drawings; Psychopedagogical Evaluation;
The child’s own form of expression, the drawing constitutes a dialect that has a dictionary. It is noticed that the child makes a close correlation to the adult’s drawing and apprehension tcc, monografias, monografias prontas, dissertação de mestrado e tese de doutorado.
Drawing is a form of representation that can point out the content of the child’s intellectual image and it is possible to perceive whether the object to be affected needs to be present or not for the representation to occur or if the drawing is only an effort to imitate.
Drawing provides the child with contact with himself and with the universe, which is a way to supervise the environment around him and relate to him. Through drawing, he not only demonstrates his inner world, his conflicts, his fears, his discoveries, his joys, his sorrows, etc. tcc, monografias, monografias prontas, dissertação de mestrado e tese de doutorado, as he executes them. It can be seen that in the posture of presenting, thinking and feeling are accompanied. Children with brain impairment have a marked impairment in drawing.
What you need to observe in front of a child who draws is what he wants to do. Since the drawing is for children a dialect like gesture or speech. Introduce to speak and record your speech. Similarly, it is his first writing, in which he places his mark, before training himself to become accustomed. It becomes a pitch and reach device that words cannot reach.
The presentation addressed is imposed through the certification that the drawings are capable of being understood under the appearance of differential biology of open appearance of the dialect, a communication principle in childhood tcc, monografias, monografias prontas, dissertação de mestrado e tese de doutorado, this appearance reflects according to the construction of orality (speech) leading it also to multiple discoveries.
It is believed that they have a direct influence on the absorption of the child’s dialect and orality. In order to substantiate the abstract progress of the present study, it was carried out beyond the introductory lines, which are: appearance of the dialect, which will be highlighted and its qualities; stamping and children’s progress, in which the graphic designs made by the children will be explained in a concrete way as well as on the child’s progress; finally, the correlation between psychopedagogy and drawings and their value in fostering children’s dialect based on Luquet’s catechism will be discussed tcc, monografias, monografias prontas, dissertação de mestrado e tese de doutorado.
It is worth mentioning that in this process of learning the child, it is essential for the mediating professional in this journey to have a careful look at the uniqueness of each learner, thus concluding that learning takes place in a balanced way in each person’s life. Thus, it is possible to claim that this text aims to analyze aspects that contribute to a better knowledge of the children’s space and its peculiarities in the chain of acquisition of the dialect commented here.
That said, this text chose to be guided by a bibliographic study with the intention of obtaining an answer to this question. The accused text has the purpose of assessing the valuation of stamping as a communication device for the child.
The present research work presents itself as a space for investigation and thinking about child stamping in the psychopedagogical field.
It is intended with this work to help subsidies for the psychopedagogue to broaden his understanding of essential questions for the educational performance and for the psychopedagogical execution.
The methodological technique adopted uses a bibliographic study comprising an investigation and the thought of the psychopedagogical sentence added in this environment.
Psychopedagogy studies the processing of learning and its difficulties, thus having a preservative and curative character. Preventively, it needs to activate not only in the student field, but assist the family and the association, clarifying the different cycles of progress, so that they can understand and supervise their qualities, thus avoiding demands for attitudes or thoughts that are not proper to their age tcc, monografias, monografias prontas, dissertação de mestrado e tese de doutorado. She similarly need, therapeutically, identify measure, architect and happen through d the s cycles recognition and treatment.
The recognition will constantly be able to affirm or not the suspicions of the psychopedagogue, the professional will be able to identify more complications and then he will be able to advise a treatment with psychologists, speech therapists, neurologists, or another professional to be subjected to the case investigated and verified.
It is understood that the human body is expressed in many strategic the s behavior, and body movement in the air and some gestural movement event, lines and points are stored in paper.
The moment the child picks up the pencil and discovers its records, begins to obsessively scribble until it reaches the entire tip of the pencil or the moment it picks up the ballpoint pen, processing is inclusive. At the end of his first year of life, the child is able to preserve regular rhythms and create his first notes and graphics, a cycle known as that of the scribble or scribble.
Psychopedagogy emerged in Brazil in the mid-50s / 60s, feeding on the scientific project of the 19th century in which the neuropsychological approaches to learning and its disorders were sustained tcc, monografias, monografias prontas, dissertação de mestrado e tese de doutorado.
In a very peculiar way, a discourse and praxis is produced within the sphere of action of this new category, belonging to the framework of Applied Sciences specifically to Education, which, due to the brilliance of the evidence of the “facts”, ends up organizing a way of acting / be as a clinical posture.
According to Maluf (2008), in Brazil, Psychopedagogy started with sporadic courses given by people who came from Argentina, Uruguay, that is, from outside the country.
In 1979, when the psychopedagogical practice reached the age of 20, Sedes Sapientae was born in São Paulo, capital city , which waives the authorization of the state giving up the academic validation of the certificates issued by it in exchange for the exercise of freedom of thought, a multidisciplinary expression and the training of professionals whose ethics are not based on simple legal formalism, but who are committed to the rights of the human person.
Until in 1980, a group of pedagogues led by Leda Barone and Edith Rubinstein, who participated that year in the first official psychopedagogy course in São Paulo, at the Sedes Sapientie Institute tcc, monografias, monografias prontas, dissertação de mestrado e tese de doutorado.
Over time, Psychopedagogy undergoes changes in its approach that initially clinical, nowadays presents a new positioning.
According to Scoz (1994, p.33), it is not just a clinical approach, but a multidisciplinary approach, taking into account a plurality of factors that interfere in the learning process without losing sight of the wider dimension of society tcc, monografias, monografias prontas, dissertação de mestrado e tese de doutorado.
Psychopedagogy is an area of study concerned with knowing the being that knows and produces knowledge and, for that, it needs to overcome the classic view that, according to Morin (2000), separates the object from its environment, separates the physical from the biological, separates the biological from the human, separating categories, disciplines, etc. This view reduces the complex to the simple and does not allow us to perceive unity in diversity, nor diversity in unity.
Initially, Psychopedagogy was conceptualized as the application of Psychology and Pedagogy and according to Kiguel (in Bossa, 2000, p.18), historically, psychopedagogy emerged on the border between Pedagogy and Psychology, from the care needs of children with “Learning disorders”, considered unfit within the conventional educational system and at the present time, in the light of the psychopedagogical research that has been developed, including in our environment, and contributions from the area of psychology, sociology, anthropology, linguistics , epistemology, the field of Psychopedagogy is undergoing a reformulation tcc, monografias, monografias prontas, dissertação de mestrado e tese de doutorado.
Currently, according to Rubinstein et all (2004, p. 227), the object of study of contemporary psychopedagogy continues to be learning, however, the scope of the educational phenomenon is valued.
Psychopedagogy excels in preventing school failure and, as Escott (2004, p.50) states, it seeks to investigate the act of learning by articulating the different dimensions of the subject who learns and as pain quotes (1989), where being and your body, organism, intelligence and desire.
In this sense, it is noticed the beginning of a journey where desire and knowledge will be treated in an integrated way ( Pain , 1996), looking for possibilities of a pleasant education, with a long-range look, realizing potentials where failures were seen and offering challenges where answers were given .
In Mazzolini’s studies it is argued that Psychopedagogy deals with questions about learning and learning involves asking and asking oneself. To learn it is necessary to open space to ask questions, articulating three instances: ignorance, knowledge and desire to know. Psychopedagogy, in a healthy way , opens up when asking about itself and builds its own learning, putting into play the positive function of ignorance, the knowledge already acquired and the desire to continue growing.
Peres and Oliveira (2008) didactically explain that clinical practice in psychopedagogy has a therapeutic character, inferring the idea of cure, of rescuing the health of learning. In this sense, it serves people with learning difficulties, who are already installed. Nothing prevents, however, that when diagnosing and proceeding with the intervention, aiming to eliminate or minimize the problems, one also acts in order to prevent other, possible difficulties.
The authors also add that psychopedagogical work in the clinic can also be considered preventive work. With this, the psychopedagogue acts initially performing the diagnosis of the problem situation, and then looking for the most appropriate ways for the intervention. The diagnosis mainly aims to investigate the motivations arising from certain situations. The intervention phase seeks to find the best procedural options to carry out the action.
In institutional performance, according to Fagali (1998), the emphasis on psycho-pedagogical work lies in the construction of knowledge developed at a preventive level. This work can be carried out on several institutional fronts in order to avoid the development of possible learning problems or other situations that could compromise education for social life. Among the possibilities of institutional action of the psychopedagogue we have work in the hospital, business, family, school, and others.
The Psychopedagogical practice has been working to make teaching practice more flexible, since it leads to reflection.
According to Maluf (2006), when people know that psychopedagogy works with learning in its normal and pathological form, then they will know that the psychopedagogue is the professional who studies and works with learning.
Many people have the idea that the psychopedagogue is a luxury professional, a private teacher or a psychologist who solves “school problems”, of children who do not behave.
The Object of Psychopedagogy
Who is the object of Psychopedagogy? From a reflection, it is clear that the object of study of psychopedagogy is being under construction. Psychopedagogy facilitates the construction of the knowing “I” and aims to expand the autonomy of being. The role of the Institutional Psychopedagogue is to investigate the complaint regarding the learning disability.
According to Neves (in Bossa, 2000, p.14), Psychopedagogy studies the act of learning and teaching, always taking into account the internal and external realities of learning, taken together. Seeking to study the construction of knowledge in all its complexity, seeking to place the cognitive, affective and social aspects that are implicit on an equal footing.
Psychopedagogy interacts with other areas to solve problems related to learning. Some fields of knowledge are important for Psychopedagogy, although these areas did not arise specifically to study human learning, they are: psychoanalysis, social psychology, epistemology and genetic psychology, linguistics , pedagogy and the foundations of neuropsychology .
The psychopedagogue who is hired by the school institution, achieves a greater synchrony, as he starts to act in a way to interact with the school routine. The teacher who is also a psycho-pedagogue is closer to the student, which is a facilitator for the process of helping in the learning difficulty, as this student-teacher proximity generates greater confidence.
When the problem of learning disability is diagnosed early, consequently the problem will be solved sooner, when the learning disability is detected, the problem is attacked and not the student.
For many years, students with learning disabilities were identified as “dumb”, both parents, educators and the school itself, were unaware of the problem of learning disabilities or did not know how to deal with it.
In Dembo’s perspective (apud Fermino et al , 1994: 57), “evidence suggests that a large number of students have characteristics that require different educational attention”.
In this sense, a psycho-pedagogical work can contribute a lot, helping educators to deepen their knowledge about the theories of teaching-learning and the recent contributions of several areas of knowledge, redefining and synthesizing them in an educational action. This work allows the educator to look at himself as a learner and as a teacher .
In addition to the aforementioned, the psychopedagogue is prepared to assist educators by providing individualized pedagogical assistance, contributing to the understanding of problems in the classroom, allowing the teacher to see alternatives for action and see how other techniques can intervene, as well as participating in the diagnosis learning disorders and serving a small group of students.
For the psychopedagogue, the experience of intervention with the teacher, in a partnership process, enables a very important and enriching learning, especially if the teachers are specialists in their subjects.
Not only is your intervention with the teacher positive. So is your participation in parenting meetings, clarifying your children’s development; on class councils, evaluating the methodological process; in the school as a whole, following the relationship between teacher and student, student and student, student who comes from another school, suggesting activities, seeking strategies and support.
According to Bossa (1994, p.23), it is up to the psychopedagogue to perceive possible disturbances in the learning process, participate in the dynamics of the educational community, favoring integration, promoting methodological orientations according to the characteristics and particularities of the individuals in the group, carrying out orientation processes .
In this way, the psychopedagogical practice is transformed and can become a powerful tool in the learning aid.
Safra (2004) warns us to be aware of the problems of our time, especially those that affect the human condition, including the failure of educational models imposed on Brazilian society as a whole.
For the author, such models, imported from other realities, create individuals who do not learn, mainly to read, which already removes them from the human condition of reader, and this invites me to think.
I find in Fernández’s words a possibility for becoming, as it turns out that the human being lives a difficult time of life, in which educational, social, economic and even organic aspects are disadvantaged, but even so, we can still count on our ability to think and learn, as long as we are humanized, and that invites action.
The invitation to think and act is strengthened by a careful reading of the writings of Patto (2005), who indignantly point to the failure of teaching, to the ruin of the contemporary school which, far from being the place for acquiring knowledge and the ability to reflect, forms students who do not know how to read, write and perform the four operative techniques.
In this sense, I do not see the role of the psychopedagogue as utopian, which, inserted in the school context, can, interacting with both the student and the faculty, provide the beginning of a new time, a time in which, in communion, the construction of knowledge , both the educator and the student is constituted in a real act, without deception, for a new world.
A CHILDHOOD EDUCATION AND CHILD
According to Philippe Ariés (1981), childhood conceptions are marked by historical cultural conditions, meanings and values that vary according to the time and society in question and end up determining the education and care practices of children, in addition to allowing or limiting experiences that occur during this period of life.
Until the 17th century, childhood was unknown and conceived throughout a period of transition. From the 17th century onwards, it started to be understood as a distinct stage and with peculiarities peculiar to human development. The child comes out of obscurity and starts to have a world of his own separate from the world of the adult (ARIÉS, 1981).
In the 19th century, the child will increasingly occupy the center of the family, being the object of economic, educational and affective investments. In this period, childhood starts to be considered the founding age of life, becoming the subject of studies and observations. In this way, the child gradually assumes identity, voice and legal status (BADINTER, 1985).
In 1959, the Declaration of the Rights of the Child was proclaimed, aiming that the child has a happy childhood and can enjoy, for his own benefit and that of society, as well as the right to education, guaranteed through art. 208, item IV “the duty of the State with education will be carried out (…) by guaranteeing assistance to day-care centers for children aged zero to six years” (BRASIL, 1988, p. 38). More recently, as a result of the Brazilian Constitution of 1988, the Statute of Children and Adolescents in 1990 was approved, which states that children and adolescents are subject to rights, thus enjoying all the fundamental rights inherent to the human person (BRASIL, 1991).
From this perspective, the child is finally recognized through its autonomy and its active rights, giving it a participatory and dynamic aspect, within the scope of its multiple spheres of action. Above all, he is recognized as a person and a citizen. A child citizen, but a citizen!
Education was one of the rights that the child obtained, and in Brazil early childhood education institutions came into existence at the end of the 19th century so that working mothers had a specific place to leave their children, were considered by many to be “an evil necessary ”, as Kuhlmann (1998, p. 88) states :
The new institutions were not only a necessary evil, but represented the support of legal, medical and religious knowledge in the control and elaboration of the assistance policy that was being developed, and which had the main pillar in the question of childhood .
The care given to children was assistentialist, aiming to attend to aspects such as food, housing, custody and protection. For Kuhlmann (1998, p. 182),
The educational conceptions in force in these institutions were explicitly prejudiced, which ended up crystallizing the idea that, in their origin, in the past, those institutions would have been thought of as a place of custody, assistance, and not education .
For Cerisara (2002), in the last decades, it was found that the institutions of Early Childhood Education performed two types of work: one of assistance character and another of educational character. The institutions that presented the supposed educational model, in general, brought to the institutions the mold of the work done in elementary schools:
In this “false division”, the idea that there would be a way of working more linked to the activities of assistance to young children, for which a non-educational character was given, was implicit, since they brought social practices to daycare centers and preschools. the family and / or hospital model; and the others who worked in a supposed educational perspective, in general bringing to the kindergartens and pre-schools the model of school work of elementary schools (CERISARA, 2002, p.10).
Both perspectives collaborate, until the present day, so that the institutions of Early Childhood Education now turn their practices just to take care of them and others just to educate.
Today, the Law of Guidelines and Bases of National Education, Law No. 9394/1996, states that Early Childhood Education must offer assistance to children from 0 to 6 years old. It defines Early Childhood Education as the first stage of basic education, and should be offered in daycare centers for children aged 0 to 3 years and preschool for children aged 4 to 6 years, without differences, however, as to the character that in both the cases must be educational.
Early childhood education is offered in order to complement the family’s action, providing adequate conditions for the child’s physical, emotional, cognitive and social development and promoting the expansion of their experiences and knowledge, stimulating their interest in the process of transforming nature and living together in society (BRASIL 1994, p. 15).
Under this bias, the Law of Guidelines and Bases of National Education 9394/96, the Statute of the Child reinforce the combination and complementation of care and education for the care of children from zero to six years old. What is currently being sought is to mediate child development, ensuring the articulation between care and education, redefining these two terms and integrating them into the main goal of Early Childhood Education: ensuring quality education for children aged zero to six, in which their specificities are prioritized throughout the entire process. Such specificities range from the stimulation of younger children, to the recognition that childhood is a phase in which affection, physical contact and constant attention are needed.
Complementing Langer (1992, p. 123), in Brazil due to the successes and failures of the country’s educational policy, it becomes difficult to recognize the attendance of Early Childhood Education as a genuinely educational space. “ Confusing themselves with the assistance that marked their emergence, daycare center educators still need to elaborate the contradictions arising from it” (LANGER, 1992, p. 123).
The scientific ambition for children’s drawing emerged at the end of the 19th century and the first tasks on the presentation were related to Empirical Psychology. Research on children’s drawing quickly diversified and contributed to several disciplines, such as Psychology, Pedagogy , Sociology and Plastics. Then pedagogical influences Rousseau not observe the child as an adult in abbreviation, the design came to be distinguished by different cycles of the child’s progress and diagram, and m then was placed in the analytic treatment. In line with these tasks, there was an ambition for the “ aesthetic sense ” of children ‘s drawing , comparing their representations to those of great masters of art. With regard to sociology, children’s drawings were used to confront different countries, looking for forms that probably differentiated graphic representations influenced by culture (MÉREDIEU, 1974).
In the 20th century, research on child drawing contributed admirably to Child Psychology and, today, this technique continues to be frequently used in research in the areas of Pedagogy and Psychology. In addition to the ability to build competences, with regard to Psychology, Luquet (1981), points out that “ children’s drawing , as the appearance of the child’s exercise, allows them to enter their psychology and, then, determine where it looks like or not with the adult’s ”( Luquet , p.213-214). This because, by presenting a the right presentation or object , the child draws not on purpose model you have before the eyes, and indeed the image you have in your abantesma n the time in which designs, ie the internal model . In this way, the drawing is a way of clarification that can point out the content of the child’s intellectual image, being able to perceive if the object to be affected needs or not to be present for the clarification to occur or if the drawing is just an effort of imitation.
Privileging design a constructivist appearance is undeniable value d a s research Piaget and his followers, among them Luquet (1981), seeking to elucidate the mechanisms of infant expression. For Piaget (1975), the origin of the understanding lies in the performance of the subject at the moment when he interacts with the object and how perceived is achieved by the subject depends on the mental structures he has at a certain time. The graphic representation of the child, in this case, is an opportunity through activities carried out with the object , drawing what his mental structures allow him to see. Therefore, the design will be able to vary. This since the subject’s apprehension of the object will certainly be different during the processing of cognitive progress. In this way, the child, in addition to demonstrating the object , does similarly to its meaning, being an active part of the learning process.
Piaget (1975) considers that drawing is a representation , that is, it supposes the construction of a well-balanced image of apprehension, since, when demonstrating a two-dimensional image, it is believed that the drawing is more complex than the interiorized image of the object . For this reason, the intellectual image would no longer be the initial image of the object when it is represented through the graphic dialect, since the child will similarly use interpretation in its representation . For Piaget, the degrees of the evolution of children ‘s drawing , in addition to being an opening to the research of the intellectual image, reveal an affinity with the evolution of the child’s spontaneous geometry, that is, the progress of the drawing is solidary with the composition of the space by the child . In this way, “the child’s first spatial representations are topological, before they are projective or conform to the Euclidean metric” (Piaget, 1975, p.58).
Luquet (1981) insisted on the facade efetiv to the design and, for him, this realism meant the first attempt d the person seeking to assert itself before the outside world. Realism manifests itself in two fundamental forms: cerebral realism and visual realism. This duality between the two types is guided realism in made simple enough: “the design may in certainly in order to be appointed as a processing that allows to demonstrate items, both by understanding that we have of him or the way we know it , as the appearance that they offer to our eyes ”( Luquet , 1981, p.9). Therefore, the modes of representation of the child and the adult are unequally expressed, since the child feels the need to demonstrate all the understanding that he has about the object to be affected. Thus, Luquet (1981) showed that the brain realism is the Graph dialect the child and in the course of your progress will be sucedid the the visual realism, a way of clearing more impersonal and more expressionless.
Children’s Drawing and Writing
Parallel to the role of the symbolic craft in the child, the evolution of drawing depends deeply on the evolution of dialect and writing. The writing performs authentic admiration on the part of the children and, very early, it tries to imitate the writing of the adults. Often, it is between 3 and 4 years of age that the child brings about this fictitious writing, traced in the form of saw teeth and carried to him with a fabulous polysemy: for them, there is a certain attraction in adhering to signs and, they are quite aware of who wish to “communicate” something; “say something.
Later, when the child reaches student age, there is an approximately constant reduction in graphic production , since writing becomes a “ competitor ” of drawing . Conversely, with the writing , the child discovers November the s assets Graph the s. Writing and drawing are able to blend so confuse or – if.
Today’s school , apart from very rare exceptions, does not correspond to the fiction that it becomes essential due to the expansion of the collection of affective experiences, and in the work of playful activities that challenge the child’s mind in the sense of investigating and finding the means than the cacuri, but effectively to the physical attraction of the parents. And the parents’ will is permeated by the ideology active in our association. Ess to and attraction physics is accelerated in pursuit of strong schools. School strong reflecting a the physical attraction of force quantity. School strong understood as the school that promotes faster literacy is socially understood as school success.
The strong school is an indicator for the portion of mimeographed material containing repetitive and mechanical training, which attest to the amount of hours the child spent sitting performing them, and that taken home assure the parents that the child will be reading and writing as soon as possible.
The child who stops drawing when he enters school , because he stops playing , only reveals a correlation of authority . Since the child is leaving a mode of expression that is his, to follow a student pattern that is imposed.
What is right is that the school started working with younger children , however it was not equipped to offer children, the essential expression of their learning in progress; and literacy presents itself as a possible way out to embrace children and please parents. Despises this way the natural dialect of the child that is expressed through the design and search team it with a dialect ensinad the . However, as long as it is training to drown out a new key, the child will be dominated.
It is observed that, at the beginning of literacy, at the moment when pressed in time and by the mechanics that make it repeat constantly equal forms, the child breaks with his drawing . It is in fact a break, a cut and the child for a draw , parking in this cycle.
The loss of the drawing by the child, apparently with the substitution of one code for another, reveals only the way the child is conceived by the school . It reveals the ideology that permeates our academy, a colonizing and castrating academy.
Drawing in Psychopedagogical Practice
Recent research and chores have been drawing our attention to the countless psychodiagnostic opportunities in drawing. Graphics, for the most part, can be used as a means of communication, especially among children. This form of communication is as essential to the child as the game or play.
Children’s drawing has been the subject of research by several specialists because of the fact that graphic representation is considered a means for guiding and understanding the child’s progress. It constitutes a surprisingly beneficial field for psychopedagogy because of the fact that there is a greater attention on this thing. This progress is due to the fact that the image, in all its forms, has increasingly absorbed a fundamental role in the community and in civil action.
The use of drawing can advise the child with abundant ways to record perceptions, understanding, emotion, apprehension, memory in the progress of a vigorous civil action, appropriate to their physical, psychological, historical and cultural conditions.
Ferreira (2003) considers that the child’s drawing does not reproduce a material existence, but the conceptual existence. That is, the child’s drawing expresses his conceptual understanding of an accustomed existence.
Children find it much less difficult to express themselves through drawings than through words. Symbolic representations lead to progressive decentralization, in which both the child and the thing are transformed into increasingly dynamic and interactive open systems.
The drawing consists of Psychopedagogy, a projective technique. Projective techniques work with situations that are not very structured , using stimuli of amplitude , even ambiguous. The proposed works allow for a variety of responses, and then there is a game of imagination , of desires. The basic principle is that the subject’s way of perceiving, clarifying and architecting the material or situation reflects the essential aspects of his psyche. It is possible, in this way, to help relations with the absorption of understanding such as seeking, avoiding, adulterating, abandoning, forgetting something shown to him. In this way, affective obstacles existing in this processing of learning at the most and especially student level can be announced.
What is sought is to find out how the subject uses his own cognitive resources in the service of the expression of his emotions, in the face of the stimuli presented by the therapist . The essential thing is the “psychopedagogical analysis” of these situations and items, in order to announce in this way what is impoverishing learning or the production of studies .
Through the child’s drawing, it is possible to gain data about his progress, most of the time, as well as to wake up hypotheses of affective-emotional, cerebral, perceptual and propulsive compromise in his multiple interferences.
Graphic expression is an appearance of cognitive and affective completeness. The more the child trusts himself and the environment, the more he risks doing it and gets involved with what he does. The safe child can be dismayed in the exercise since external and internal threats do not put too much pressure on him. You can let go , pay for what you do and identify with your representations.
In an analysis it is essential to know how to observe how much and how the personality of involvement , concentration and pleasure in doing are existing.
The design of the family performing any exercise similarly reveals the child’s relationships in the family environment, the difficulties in moving away, in the development.
There is a lot of awareness in the graphic expression of children’s drawing, since in it the child uses multiple paths to record perceptions, skills, emotions, desire, apprehension, memory in the progress of a way of civil action, appropriate to his physical conditions, psychic, historical and cultural Compra de Diplomas, Comprar Diplomas, Comprar Diploma Quente.
The child draws to consist of his thinking, his apprehension, his understanding, creating an allegorical way of objectifying his thinking. Artistic expression is a breakdown of your personality. Drawing, it produces around it a space for play, silent and concentrated or noisy accompanied by comments and songs, but constantly a space for playful work. The child draws to play.
In the psychopedagogical execution, we are faced, numerous times, with episodes in which children reveal to us through the drawing, the event, the accommodation, the colors, their real limitations or difficulties in relation to the gym, their friends or their family life Compra de Diploma, Comprar Diploma, Comprar Diploma Quente. If the child draws to assemble his story, we find similarly children who do not draw in order not to assemble. It is through this bias that the psychopedagogue will act in the sense of analyzing the reasons for abstaining from drawing. When perfecting or presenting the message / drawing, the child can do it consciously or not, and the blank paper becomes the link, or interlocutor, the mediator between who draws and to whom the drawing is demonstrated.
So, the psychopedagogue needs, in addition to academic training, to use subtlety and receptivity in the way of dealing with children Compra de Diploma, Comprar Diplomas, Comprar Diploma Quente. You will also need extreme perspicacity, since mood swings, family complications, difficulties in correlating to the mission, adversary or not recognizing the professor’s allegory, abandonment are some reactions and traces that are capable of being expressed through drawing. It is up to the psychopedagogue to have the psychopedagogic look and listen “in agreement”.
When using children’s drawing in psychopedagogical research, the psychopedagogue needs to observe the elements that compose it so that it can, therefore, open expressive and projective aspects that will allow a broader assessment that will enable the psychopedagogue to outline action techniques.
In this way, it can be said that the event that the child does inevitably brings with it the state in which it is at this time. This state remains over for anyone who can understand a dialect analog to see it Compra de Diploma, Comprar Diplomas, Comprar Diploma Quente.