A importância dos jogos no processo de alfabetização de crianças nos anos iniciais do ensino fundamental

Abstract

This study explores games in the literacy process of children in the early years of elementary school. The main objective of the research is to study how games can contribute to the literacy process of children in the early years of elementary school. Moreover, the specific objects are: to deepen the study of the theoretical foundations of literacy; to investigate the importance of playfulness in the learning of children in the early years of elementary school; to analyze games proposed in the work Literacy Games: Didactic Manual and 10 Games for You to Take to the Classroom. The research was conducted through a methodology of exploratory and descriptive nature, with a qualitative approach, using bibliographic and documentary research as main procedures. The bibliographic research was based on works by authors who engage deeply with the theme. Among the main theoretical references are Emília Ferreiro and Ana Teberosky (1999), Magda Soares (2020), whose works offer a deepening on the literacy process, addressing from the construction of knowledge about written language to pedagogical practices that favor of the development of reading and writing. Authors such as Kishimoto (1999) and Fortuna (2000) highlight the importance of playfulness for child learning, emphasizing that playful activities contribute to the active construction of knowledge. The work Literacy Games: Didactic Manual and 10 Games for You to Take to the Classroom evidences that games contribute to the development of reading and writing skills. The research results indicate that games are a pedagogical tool that contributes significantly to the construction of knowledge about reading and writing.