A ludicidade como ferramenta facilitadora no processo de ensino-aprendizagem na Educação Infantil.

Abstract

In this study, we seek to elucidate that the use of play in the teaching-learning Process of students in Early Childhood Education facilitates learning, in addition to providing interaction between children. And that the use of games and games as facilitating tools for the teaching-learning of the contents are worked according to the institution's curriculum and the educator's pedagogical proposal in a dynamic and fun way. Therefore, the writings started from the following initial question: what is the importance of recreational activities for children's learning and development in Childhood Education? With a view to meeting the questioning proposal, the main objective is to observe how the use of play facilitates the process of acquiring social, educational and emotional skills in Early Childhood Education. For this, we intend to explore the epistemic sense of ludicity, understand child development from Vygotsky (1984) and discuss the use of games and activities through play and its benefits for the integral development of the child. With this, this research is justified by the desire to understand more deeply how games and other ludic activities help in the development process in early childhood education, investigating the role of ludicity in activities and whether they are capable of effectively helping and how the teacher should feel in this process. In this way, it is possible to conclude that recreational activities play an important role in children's learning, as well as games and games that are not just pastime activities and school time distraction, but a valuable tool for the full development of the children, including contents, proposing problems, creating situations, assuming conditions in the interaction, and being responsible for the cognitive, psychomotor and affective development of the child.