<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1794-9998</journal-id>
<journal-title><![CDATA[Diversitas: Perspectivas en Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Divers.: Perspect. Psicol.]]></abbrev-journal-title>
<issn>1794-9998</issn>
<publisher>
<publisher-name><![CDATA[Universidad Santo Tomás]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1794-99982023000100190</article-id>
<article-id pub-id-type="doi">10.15332/22563067.9152</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Na educação infantil, a professora faz diferença: análise microgenética com objetos-réplica em situações lúdicas com alimentos alimentos]]></article-title>
<article-title xml:lang="es"><![CDATA[En educación infantil, el profesor hace la diferencia: análisis microgenético con réplicas de objetos en situaciones lúdicas relacionadas con la comida]]></article-title>
<article-title xml:lang="en"><![CDATA[In early childhood education, the teacher makes a difference:Microgenetic analysis with replica objects in playful situations involving food]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Correa Alencar]]></surname>
<given-names><![CDATA[Ana Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rengifo-Herrera]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasilia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Brasilia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>190</fpage>
<lpage>208</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1794-99982023000100190&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1794-99982023000100190&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1794-99982023000100190&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta os resultados de uma caracterização e análise microgenética de ações, falas e aspectos metacomunicativos encontrados nas dinâmicas educacionais de professoras/mães, crianças de 2,7 a 3 anos e objetos-réplica durante atividades lúdicas sobre fazer um suco. Descreve-se como professora e mães intervêm ao longo dessas atividades lúdicas para depois poder compreender como suas ações favorecem a emergência da aprendizagem e do controle autorregulado. Os resultados mostram que a ação do professor se centra em objetivos específicos que facilitam às crianças agir e refletir sobre a tarefa, ao contrário do que as mães fizeram, parecendo ter interesse em modelar/exemplificar suas ações, o que gerou menos autorregulação nas ações das crianças. Na educação infantil, o papel do professor é muito importante para que as crianças aprendam a pensar sobre as tarefas/atividades e identifiquem objetivos específicos quanto a usos e propósitos dos objetos envolvidos nas tarefas/atividades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta los resultados de una caracterización y análisis microgenético de las acciones, discursos y aspectos metacomunicativos encontrados en las dinámicas educativas de profesora/madres, niños de 2,7 a 3,0 años y objetos réplica durante actividades lúdicas relacionadas con la preparación de un zumo. Se describe cómo las profesoras y madres intervienen a lo largo de estas actividades lúdicas para luego comprender cómo sus acciones favorecen la emergencia del aprendizaje y el control autorregulado. Los resultados muestran que la acción de la profesora se centra en objetivos específicos que facilitan que los niños actúen y reflexionen sobre la tarea, a diferencia de lo que hicieron las madres, que parecen estar interesadas en modelar/ejemplificar sus acciones, lo que generó menos autorregulación en las acciones de los niños. En la educación infantil, el papel del profesor es muy importante para que los niños aprendan a pensar en las tareas/actividades y identifiquen objetivos específicos en cuanto al uso y propósito de los objetos involucrados en las tareas/actividades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper presents the results of microgenetic analysis of actions, speeches, and metacommunicative aspects expressed in thriadic dynamics of teacher/mothers; children of 2.7 - 3.0 years old, and replica-objects during ludic activities about make a juice. We describe how, teacher and mothers intervene throughout ludic activities in order to understand how their actions allows the emergence of learning and autoregulated control of the objects. The results show that professor´s teaching strategies were focused on specific goals that facilitates to the children to reflect about the actions linked with the use of the objects, unlike what happened with mothers&#8217; interventions who modeling and showing the uses of the objects, generating less control and explorations in children´s action. In early childhood education the teacher's role is very important for children to learn about think over the task/activities and to identify specific goals concerning to the uses and purposes of the objects involved in the task/activity.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[práticas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento infantil]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="es"><![CDATA[Prácticas Educativas]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo Infantil]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[Educational Practices]]></kwd>
<kwd lng="en"><![CDATA[Children Development]]></kwd>
</kwd-group>
</article-meta>
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