A presença da ludicidade em uma sala de referência da educação infantil

Abstract

The present study has as its main object the ludicity that is present in a reference room of early childhood education, given that the child, when starting his first years of life, tends to develop, in his social environment, cognitive and motor skills through pranks and games. The main objective of this study is to promote a discussion about the use of playfulness by a kindergarten teacher. The following specific objectives are sought: To discuss the conception of the kindergarten teacher about playfulness, a) To know the activities used by the teacher in the mediation of learning and b) To report the challenges in the existence of playfulness in a routine of kindergarten. The problem of this work consists in answering the following question: How is ludicity presented in the routine of a kindergarten reference room? With regard to the justification of the study, the interest in discussing the presence of playfulness in Early Childhood Education arose from the experience as a classroom assistant in Early Childhood Education and a teacher in the Early Years, in addition to participating as a scholarship student in projects of extension, where I was able to learn much more about the use of playfulness and its importance in the school context. As a methodology, it is a case study, with a descriptive nature and a qualitative approach. As data collection, there were observations of the teacher's daily life, as well as a questionnaire applied with the teacher. Then, the collected data were analyzed and resulted in the conclusion of the study. The work showed that there is a growing trend regarding the implementation of playfulness in early childhood education, and that the results with its practice have proven to be fruitful in terms of better development of children.