O lúdico na educação infantil: subsídio indispensável para o processo ensino-aprendizagem da criança

Abstract

Currently have is contemplated changes in the paradigms of what is offered to children in relation to the act of playing . In the school environment there is less time for activities related to games . From the realization that play is not just a hobby, it helps in the development of socialization and discoveries , constitutes the sense of reflecting on the relevance of play activities for meaningful learning of the child , discussing teaching and learning in childhood education , addressing the concept of meaningful learning , further comprising the concept of play, toy and games and its contribution to development of children preschool to investigate the importance of play activities for the development of children and the teacher's role in this Examples from the perception of teachers . Upon such assumption , we sought theoretical development from authors that focus on this theme , highlighting Burges (2000 ) , Machado (1994 ) , Vygotsky (1984 ) , Freire (1996 ) , Haetinger (2005 ) , Negrine (1994 ) , Kishimoto ( 1993 ) , Piaget ( 1976 ) , Oliveira ( 2002 ) which served as the basis for this study . It was necessary to make a field survey , followed by an analysis and interpretation of data collected in the speech of teachers , in order to elucidate the understanding research object . Thus the possibilities of reflection in teacher - child playful context, from the understanding that skilled and conscientious professionals in this field are also those who value and use the playfulness in educational satisfaction is perceived.