BATISTA, Josefa Jocely.
Abstract:
In this study, regarding the contributions of games to the learning of students in Early Childhood
Education, we start from the following research problem: How do educators evaluate the
development of their students, through the games proposed in the classroom? Thus, our general
objective was to: Analyze the contributions of games to students' learning, from the perspective
of Early Childhood Education teachers. The specific objectives include: understanding the use
of games in the classroom as a driver of learning; reflect teachers' perceptions about the use of
playful activities for the teaching and learning process; learn about the process of child
development, based on the playful activities proposed in the classroom. In the theoretical
framework, we worked with the following authors: Evangelista (2018), Melo (2016), Kishimoto
(1994-2003), among others who enabled a better understanding of the use of games and games
in the classroom. Regarding the methodological approach, we opted for a qualitative research
carried out through a semistructured interview with six questions with the participation of three
teachers from two municipal schools in the city of Triunfo-PB. We perform data analysis
through content analysis in the thematic modality. Therefore, we understand that teaching in
Early Childhood Education adopts games and games in activities carried out in the classroom
with the purpose of developing skills and competencies, which are necessary and essential for
the daily lives of children, especially those who build learning in a more qualitative, healthy and
responsible way. Finally, we understand that teachers understand the importance of using games
and games in their work, ensuring that they are developed for better learning and development
of children and that games and games are of paramount importance in working, too, in the
Pedagogy degree to promote the training of future professionals to work in basic education.
