Ludicidade: um confronto entre a concepção e a prática docente

Abstract

This study is an analysis of how the playful has been working in early childhood education and its effectiveness in the teaching / learning of children aged four and five years old. Alludes play activities as a means of more significant integral development and a more pleasant learning. Because of that play is part of cognitive development , whether in the social , as biological, motor and affective child . The survey also reflects on the playful in this age group and its historical process , analyzes the legal bases of the Brazilian educational legislation . The light of the basic authors: Freire , Vygotsky, Almeida and Kishimoto and official documents as LDB ( Guidelines and Framework Act) , RCNEI ( National Curriculum Reference for Early Childhood Education ) and official documents it is understood that the playful enables the improvement of growth social and individual , favoring significantly both language and thought, as well as the child's self-esteem . The playfulness is of vital importance in the growth of desirable characteristics in the personality of children. To meet the daily lives of pedagogical conceptions and practices in early childhood education and find out how the playful has been working in kindergarten order to use as a tool in the educational learning , we used a qualitative approach , since it prioritizes the view of actors the process, allowing a better understanding of the fact researched , which occurs six teachers from three different school units belonging to the Municipal Network municipality of Education Piancó - Paraíba, the observation phase in the classroom , the results are revealing, teachers observed have a broad understanding of the method and its importance for the development of children . Regarding children are receptive and interact well with the proposed activities . In general, the discourse of teachers, their perceptions and reports are in favor of entertaining practice , speak familiarly of pedagogical action and the understanding of its role in the development of children. The playful can be used in the construction of knowledge in the education of children aged four and five years , when the teacher is aware of what is involved in using this type of activity is the result that the research shows us.