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This research was held at the Laboratory of Studies about Development and Learning (Institute of Psychology, University of Sao Paulo) for the period of three semesters in which children with learning disabilities aged 7-11 years were observed in a game context mediated by professionals. It investigated in which categories playing games interfered in the construction of favorable attitudes towards the learning and development processes. To collect data researchers used a questionnaire, answered in the beginning and at the end of each semester, and where attitudes were registered considering four categories: time, space, objects and interaction. A total of 88 questionnaires were analyzed. Results show that: (1) All categories increased scores; (2) There was no decrease in any category; (3) At space and objects there were more visible changes, comparing high scores between the first and third semesters, increasing 25% and 36% respectively; (4) At time and interaction, changes showed 20% high score increase in both, also comparing first with third semester; and (5) It was identified a decrease in low scores at time and there were not visible changes at interaction. Taking Piaget’s theory as reference and the practice in seeing children with learning disabilities at the laboratory, playing games in an intervention context contributes to help them build up better attitudes towards reasoning and social development.

Does Playing Games Contribute to Develop Better Attitudes?