Singing games with infants in an Early Childhood Education Center

ABSTRACT This article discusses the trajectory of singing games in a group of infants in an Early Childhood Education Center in the city of Belo Horizonte, Brazil, between February of 2017 and July of 2018. Based on the principles of Ethnography in Education and Cultural-historical Psychology, we have been following this group since 2017 when they were 7 to 10 months old. We analyze the singing games in their double temporality, both its tradition as a game and its dimension of (re)appropriation by the investigated group. The activity of playing understood as a lived experience of the child in his/her social group integrates emotion, cognition, language, body, and culture. Our analyses focus on the trajectory of this play in the group and point to it as a social bond in which children and adults expand the possibilities of this activity and, therefore, the cultural development of the participants.

摘要 本文探讨了2017年2月至2018年7月间，巴西贝洛奥里藏特市某幼儿教育中心内一组7至10个月大婴儿的歌唱游戏发展轨迹。本研究秉持教育民族志（Ethnography in Education）与文化历史心理学（Cultural-historical Psychology）的理论原则，自2017年起便对该群体展开追踪。我们从双重时间性维度对歌唱游戏展开分析：既将其视作具备传统属性的游戏活动，也关注研究群体对其的（重新）挪用维度。游戏活动作为儿童在社会群体中的生活体验，整合了情感、认知、语言、身体与文化等要素。本研究的分析聚焦于该群体中游戏活动的发展轨迹，并指出其作为一种社会联结，助力儿童与成人拓展该活动的实践可能性，进而推动参与者的文化发展。