Activity notebooks in game workshops

a resource for self-perception

Abstract

The aim of this paper is to present two activity notebooks, with playful activities and game challenges, used as teaching resources to access the self-perception of participants in game workshops held in the context of an intervention pro-gram for children with school difficulties. Three categories were constructed (child and performance; child and pro-gress/feeling; child and the other) from the themes: school subjects; perceived changes/achievements and evolution ofplaying. From a quantitative point of view, responses weredistributed by theme and category, separating between affir-mative and negative responses. From a qualitative point of view, the contents of the responses were analysed based on the concepts of awareness and executive functions. Results indicated that self-perception, triggered by the use of the activity notebooks in interventions with games, serves as a starting point and puts mistakes in evidence, even if im-mediate changes do not occur. This demonstrates a possible contribution of this resource to generate improvements in the quality of procedures and expansion of the focus on tasks, with benefits for learning and development.