Cuando comer no es suficiente: triada, cuidado/educacion, desarrollo y uso de los objetos durante momentos de alimentacion en dos escuelas infantiles de Brasilia/Quando comer nao e suficiente: triade, cuidado/educacao, desenvolvimento e uso dos objetos durante as refeicoes em duas creches do DF

• Published in: Psicología desde el Caribe : revista del Programa de Psicología de la Universidad del Norte Vol. 37; no. 3; p. 237
• Main Authors: Rengifo-Herrera, Francisco Jose, Rodrigues, Ana Paula Gomes Melo
• Format: Journal Article
• Language: Portuguese
• Published: Fundacion Universidad del Norte 01.09.2020
• ISSN: 0123-417X; 2011-7485

This paper addresses the use of objects within mealtime practices of 12-14 months old children in two day-care centers in Brasilia. It aims at understanding the qualities of the triadic interactions of teacher-object-child. A research was conducted in order to favor such interactions during everyday school routine. Empirical data collection consisted in non-participant observation, video recording of mealtime episodes, written notes and photos. Microgenetic analyses focused on actions, dialogues and meta-communicative aspects which allowed the identification of the emergence of triadic relationships during mealtime. Special emphasis was drawn on a variety of engagements with food and eating utensils during the educational settings. Results suggest that objects, engagements, and ways of communication in the triadic relationships are related with actions, appropriation and understanding of the use of objects, mealtime actions and cultural practices. Conclusions reveal that important aspects related to meaning making during mealtime in early childhood education and show how the triadic engagement allow the emergence of canonical actions, and the role of the caregivef s leadership, as well as, the variegated semiotic dynamics into the triadic relations.