Intervenção pedagógica com jogos concretos e eletrônicos: o Quarto e a construção de estruturas lógicas elementares

Abstract

Considering the need to analyze the effects of increasing exposure to technology on children's development and the construction of cognitive structures through rule games, the article presents data from an investigation that compared the use of the game Quarto in concrete and electronic modalities. Thirty-eight children between the ages of seven and ten took part, divided into three groups: experimental 1, who played Quarto in its electronic version; experimental 2, who played the same game in its concrete version; and control, who did not take part in the interventions. To assess the effects of the interventions, the groups were given pre- and post-tests, using three operant tests: number conservation, class inclusion and seriation. The results showed advances in cognitive structuring compared to the control group, but no significant differences between the two experimental groups. Reflections on interventions using games are presented.