Aprender brincando: o lúdico na educação infantil

Abstract

The present text discusses how the importance of play for child development has occupied considerable space in the scope of academic debates and in them are present the theoretical discussions brought by Piaget (1999), Vygotsky (1997), Oliveira (2002), Kuhlmann (2000), Wallon (2007), Kishimoto (2006) and other great defenders of Ludicity. The objective of this study was to investigate the Ludicity, through games, toys and play and how it can help in teaching children, as well as discuss and analyze how the act of playing is essential for them through a theoretical survey aiming a greater understanding of the Ludicity in the teaching learning process of children. By considering this resource as a trigger for learning, through which children can build their own knowledge, a dialog between the theorists studied and classroom practice was sought. This is a theoretical bibliographical research of a descriptive and qualitative nature. As for the discussion of the theme, we could conclude from the research that the insertion of games in school spaces has been happening progressively, and this requires from teachers a continuous study on the theories that underlie the importance of games and play in the life of children and of these as a pedagogical use, which does not happen in a simple way. The study is relevant in that it raises the importance of play for children's learning and draws teachers' attention to this same importance, serving as a conceptual reference for pedagogical practices in early childhood education. The study concludes that play contributes to improving the teaching-learning process, that every child has the right to play, and that through play they learn to live with differences and deal with conflicts that arise.