Author(s)

Maria Thereza C. C. de Souza^*, Ana Lucia Petty

University of Sao Paulo, Sao Paulo, Brazil.

This report is a short overview of an intervention program in which communicative development in a game context is focused. Mastering languages and different ways of communication are indicators of cognitive development. These are some of the goals of the intervention program held at the Laboratory of Studies about Development and Learning (Institute of Psychology) to help children from the fundamental school with learning difficulties develop affective, cognitive, motor and social attitudes, in a context of problem-solving situations with games. As a consequence, they improve competence to express and interpret more adequately, as well as discuss strategies and solve different challenges, regarding the capacity of learning from others and enhancing language skills. To observe children playing communicative games allows to analyze how they think and act, which generates important information to intervene in pro of changing the attitudes that do not work in favour of the learning and developing processes. Analysis was made from data registered on records, and six children who participated at the program during three semesters were described for illustrative purpose. It indicates that this context, in which narratives are produced and where there is adult mediation, contributes to help them modify inadequate attitudes and improve the domain of different languages, expanding the repertoire of communication.

Communication, Playing Games, Intervention

de Souza, M. and Petty, A. (2017) Communicative Development in a Game Context. Psychology, 8, 246-257. doi: 10.4236/psych.2017.82014.