A relevância do lúdico na educação infantil

Abstract

The present academic study has the character of socializing the information obtained in this research about the Relevance of Playful in Early Childhood Education, in a municipal public institution, attending to the benefits that the playful provides for the educational process, thus enabling the different abilities that are essential for effective learning. Is it problematic to question how teachers understand the play? How to guide the entertainment is more than a joke? Looking for answers through the general objective objectives to analyze how the teachers understand and use the playful in the classroom and specifically aims to understand the playful and how it contributes to the learning of the children, as well as verify how the teachers understand and use the playful the benefits of play in the teaching process. The vision of the meaningful approach aims to approach the student's previous knowledge, that is, to influence learning is what the learner already knows. The methodological research addressed in the study was made through the direct application of a questionnaire containing objective and subjective questions with four teachers from a Municipal School of Early Childhood Education, located in the city of Sertãozinho (PB). For the enrichment of my research I have used some theorists that presents a relevance on the ludic, such as Kishimoto (2010), Moyles (2002 and 2006), Ronca (1989), Oliveira (2000) among others. To cover the playful in the School presents as a design the double aspect of converting to the addition of the child, as an individual, and to the edification of knowledge, procedures that are closely related. The teacher thus needs to seek to give children an active role in the construction of knowledge.