Corpo que aprende: a importância das atividades de movimento na educação infantil.

Abstract

This study aimed to investigate the use of movement activities in Early Childhood Education, considering their potential to promote the holistic development of children. The objectives were to identify the main benefits of these practices for children’s physical, cognitive, and social development, to explore the challenges faced by teachers in their implementation, and to understand the resources and training needed to support their integration into everyday school life. The research adopted a qualitative approach, combining theory and practice, through a bibliographic study and field research conducted in a Municipal Daycare Center in the city of Bayeux/PB. Questionnaires were applied to five teachers working with groups from Preschool I to Preschool V, along with direct observation of pedagogical practices and children’s interactions during movement activities, such as play, motor circuits, body games, and dance. The results indicated that teachers acknowledge the centrality of movement for integral development, highlighting motor, cognitive, social, and affective benefits. It was observed that, although all teachers include daily movement activities, challenges arise related to the diversity of children’s abilities, engagement, material resources, and adequate space. Teachers also emphasized that institutional support and continuous training are essential for effective practices. In summary, this study demonstrates that movement is not limited to physical actions but serves as a pedagogical tool that integrates learning, socialization, emotional expression, and autonomy, reaffirming its importance as a central element in Early Childhood Education. The findings contribute to reflections on pedagogical practices that value the body and movement, fostering meaningful experiences and the holistic development of children.