Concepções sobre práticas lúdicas na educação infantil

Abstract

Treating playfulness in the school context is theming important questions about early childhood education, teacher training and conception of school practices related to it. Thus, with the intention of investigating the conceptions of teachers about the playful practice in early childhood education, we carried out a field research, which was attended by three teachers of classes in early childhood education in a municipal public school in Cabaceiras - PB, who answered a questionnaire on the topic. From the results obtained, we realized that the teachers participating in the research know the importance of playful practices, they recognize the children‟s play as a powerful tool that facilitates the child's learning and they always seek to insert them in teaching process in order to develop enhancement of self-esteem and their sociability. Regarding the funs chosen, the teachers participating in the research emphasized the importance of the presence of the teacher, which indicates the involvement of all in the fun performed responsibly. It was noted, too, that at break time the children like to play so diverse, whose games involve cognitive, motor and linguistic abilities. We evidenced the lack of more attractive resources and better educational toys disfavoring the work with games and toys at this school. It is concluded that through the act of playing children build affections and make discoveries about their way of life, they learn about the world and how to live in it; as well as the need for further activities directed to ludic practices and the disposition of favorable resources for the happening of those moments so indispensable for the teacher and the child of the early education.