O brincar na educação infantil: uma análise sobre a prática do(a) educador(a)

Abstract

Playing is healthy and indicated for the child’s intellectual and social developing, who playing becomes creative and responsible when interpreting other gestures and attitudes while play. In this way, the child is acting in the face of reality in a non-literal way, transforming his everyday actions. In jest it creates and recreates rulers and functions with meaning for that particular game. Playing also increases the child's self- esteem by helping to internalize certain values, which have a very important meaning in the construction of the child's personality. It is with this observation that our research whishes to analyze and call attention to the importance of how to play in child Education is indispensable, because playing, the child will develop their imagination, creativity and their reasoning, also the socialization and the emotional when the game Involve other children. Our intention is to relate the action of playing with pedagogical guidance and play with the guidance of the educator. Thus, the main objective of our research was to analyze how teachers are practicing their practices and what vision they have about this importance of playing for children. From this perspective, our research developed from a qualitative approach that comprised an empirical research with the kindergarten teachers of the municipal teaching network of the city of João Pessoa / PB. So, we made observations in the reference room and elaborated a questionnaire that was applied at the end. From our analysis, we could realize that to play is really important and that the children are interested in it, but the physical space of the Centro de referência a Educação Infantil (CREI) where the research was carried out is very small and does not support the demand that is big; As well as the few resources available to assist in the playtime. In this way, children cannot move well and what should be pleasurable turns into situations of conflict among them, in the dispute of space and toys. Such analyzes seem to indicate that there is a lack of dynamics, planning and mediation on the part of educators when it comes to playing in kindergarten.