Contribuição do brincar para ampliação das relações sociais na educação infantil

Abstract

Early childhood education is in an environment so that the child will develop their skills in full space. In this context, this paper discusses the contribution of playing for the expansion of social relationships in early childhood education. To go into the merits of this discussion, it was necessary to pursue the goal of "analyzing the teacher's understanding of early childhood education, the importance of play for the expansion of social relations." To this end, drew up the following specific objectives: 1.Discutir the relevance of playful pedagogical practice for the integral development of the child 2. Inquire about the contribution of play to expand the diversity of relationships. 3. Highlighting the play for the construction of identity and autonomy. In kindergarten, children start their school life, constructing and producing knowledge, from the interactions that establishes with himself and the other. From this perspective, this study, through qualitative research, exploratory, aimed at understanding the perception of child teacher about the contribution of playing for the expansion of social relationships in early childhood education. We analyzed the practice of child teacher in the context of the play, his vision and ideas regarding recreational activities in the classroom, and the importance that is given to recreational activities by the teacher of early childhood education as a pedagogical resource for the comprehensive development and the expansion of the social relations of the child. To obtain the data, a questionnaire with teachers from kindergarten Municipal School Solomon Ginsburg, of Limon - PE, with twelve issues, six closed and six open was applied. The questionnaire took place in May / 2014, quoted earlier in school, in work schedule. At the end of the collection, the acquired data were analyzed by comparing the responses of educators and the confrontation with studies by authors like Winnicott (1975), Luckesi (1998; 2000), Sarmento (2004), e Kishimoto (2008). Data were described and presented using tables based on the completed questionnaire. After the analysis it was possible to delineate the profile of teachers and identify their perception about playing for the expansion of social relationships in early childhood education, beyond the presentation of a proposal for actions suggested to the Secretary of Education of the city of Limon, regarding the implementation playfulness in the continuing education of teachers.