O lúdico na educação infantil: jogos, brinquedos e brincadeiras no cotidiano escolar

Abstract

The present work deals with the importance of playfulness in Early Childhood Education as one of the fundamental ways to achieve meaningful learning, and aims to analyze how the educator understands the insertion of playfulness in the educational context as pedagogical practices. As a research question the following question was elaborated: What is the applicability of introducing play activities in the teaching of children by the teachers of one of the schools of the municipality of Lagoa de Dentro? From this issue we seek to make possible a better understanding of how the playful can be a relevant factor the teaching practices currently. Thus, there was a need to identify the perspectives of educators to use play activities in the classroom, and specifically to ascertain the importance of playing in the process of child development and also to verify how teachers plan the play activities to be worked with kindergarten children. As a theoretical support there was a dialogue with the referring authors: Kishimoto (2010); Brogére (2002); Friedmann (2014); Moyles (2002), and so many others who have emphasized their understandings and contributions involving their theories about playfulness. Based on the results obtained, it was possible to understand that play as a method of teaching favors and contributes significantly to the development of children's imagination, creativity, spontaneity, attention and interaction, among other benefits, and that the educator understands that the insertion of play in the educational context becomes necessary, since when playing, the child develops, interprets the world around him and establishes relationships with his neighbor, and also recognizes the importance and urgency of using such tools as a learning involving the playful contents, mediating very important achievements for the acquisition of knowledge, learning and development of the child.