O Lúdico na educação infantil: Presspostos teórico-metadológicos para o desenvolvimento da criaça.

Abstract

This work aims to understand the importance that play can bring to children in early childhood education, when included as a pedagogical tool. Playing is a predominant practice in childhood, but it is gaining more and more space in early childhood education schools, as it provides the opportunity for children to discover, create, invent and reorganize their knowledge as well as learn while playing. For this purpose, a bibliographic survey and field research were carried out, using an interview with teachers who work in early childhood education as a data collection instrument. From this study, we were able to delve deeper into the theme and its aspects: investigate the theoretical foundations that underlie the teaching practice of teachers in early childhood education; verify the requirements, theoretical and methodological support given by the Municipal Department of Education to work on play in early childhood education classrooms; present conceptions about the importance of play, games and fun for children in early childhood education based on the actions of teachers. Based on the results, it is possible to say that playfulness plays a role in facilitating learning, recognizing it as a very important pedagogical tool for building intellectual and social development, causing more pleasurable and meaningful learning for the child. Therefore, it is through playful activities that children communicate with themselves and the world around them, accept the existence of others, establish social relationships, build knowledge and fully develop. Taking on a playful methodology is of paramount importance, as it works with the individual as a whole, stimulating motor, affective, social, moral and cognitive skills.