O lúdico na concepção das professoras e demais profissionais da educação infantil.

Abstract

The present work presents the results of a survey conducted with professionals working in early childhood education, a crèche located in Triunfo-PB. The survey was conducted with eight teachers, monitors and other professionals working in this institution, totaling 14 subjects, which was based on the following objectives: to identify the influence of recreational activities in the learning process; knowing the practices adopted by kindergarten teachers who work the playful dimension on early childhood education and understand the importance of working with the playful on participation and socialization of children in interpersonal relationships. In support of this work we use theoretical references who left the RCNEI conceptions (BRASIL .1998), Wajskop (2012) that present reflections on the importance of play in early childhood education. We seek also Fortuna (2011) that shows the fundamental interaction between child-toddler, child-educator. Of DCNEB (2013) that justifies the joke as an activity that gives the child the opportunity to meet and build the new. And the contributions of Santos (2010) that references the emotions considered basic work with the playful to the human formation. The methodological procedures used were: a social and demographic questionnaire and a Semistructured applied to eight teachers, monitors and other professionals of the daycare (Director, Deputy Director, Coordinator, Porter, and General Services). Check on the results that there is an understanding about the playful as essential activities in the learning process, and this playful activitie when its performanced by teachers and instructors using games and children‟s play facilitate the development and interaction; beside that, this practice interferes in the relations and interactions between the child and social ambient.