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一组婴幼儿的歌唱游戏发展轨迹。本研究以教育民族志（Ethnography in Education）与文化历史心理学（Cultural-historical Psychology）为理论基础，自2017年该组婴幼儿7至10月龄时起对其进行追踪。本研究从双重时间性视角分析该组婴幼儿的歌唱游戏，既关注其作为游戏的传统属性，亦探讨研究对象群体对其的（再）挪用维度。游戏活动被理解为儿童在其社交群体中的亲历体验，融合了情感、认知、语言、身体与文化等要素。本研究的分析重点聚焦于该群体的游戏发展轨迹，并指出该游戏作为一种社会联结载体，儿童与成人可借此拓展该活动的可能性空间，进而推动参与者的文化发展。