Gamification as a diagnostic assessment tool in early childhood education: evidence from the narrative of The gruffalo
DOI:
https://doi.org/10.5902/2318133895251Keywords:
Early Childhood Education, Gamification, Literacy, Writing levels, Pedagogical assessmentAbstract
This study presents a proposal for a gamified diagnostic assessment, based on the narrative of The gruffalo by Julia Donaldson and Axel Scheffler, applied to 1,394 children enrolled in Preschool II, children aged 4 to 5 years, in the Municipal Public Education Network of Brusque, Santa Catarina, Brazil. The research adopts a quantitative approach, applied nature, descriptive objective, and field research procedure. Data were generated through open- and closed-ended questionnaires to identify the level of development of initial skills in reading, writing, quantification, visual recognition, and notions of space and size. The gamified pathway, composed of eight playful actions integrated into daily pedagogical practice, made it possible to observe children in meaningful situations, promoting greater engagement and revealing spontaneous manifestations of learning. The results indicate a predominance of syllabic levels of writing, a high capacity for identifying letters, images, and characters, good performance in quantification, and generalized mastery of spatial and dimensional notions. The analyses, grounded in Hoffmann, Ferreiro and Teberosky, Magda Soares, Kishimoto, and Perrenoud, demonstrate that sensitive evaluative practices situated in playfulness and storytelling enhance the quality of diagnosis and foster a comprehensive understanding of children. It is concluded that gamified diagnostic assessment constitutes a powerful instrument to support pedagogical decision-making and guide continuing education initiatives, contributing to the improvement of teaching practices in early childhood education.
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