BRINCADEIRAS E JOGOS NA EDUCAÇÃO INFANTIL

Abstract

Considering that games and games are the main mediators within the teaching-learning process, this article was carried out to justify a more comprehensive perspective on the practice of the pedagogue in the classroom environment, in order to understand the contribution of games and games as a pedagogical tool within the teaching-learning process of children during early childhood education and also demonstrate the teacher's attitude towards children during the use of these resources in the quest to stimulate their development. This final work has the general objective of describing how playing and games in Early Childhood Education influence the motor, cognitive, socio-affective and psychosocial aspects of the child. And specifically discuss the importance of playing in the child's development to stimulate the learning moment; understand that games are essential for child development; to analyze the methods that differentiate the teaching-learning process through games. When defining the type of research, one can use the reflections of Prodanov and Freitas (2013, p.41) when highlighting that “carrying out a planned study, being the method of approaching the problem, which characterizes the scientific aspect of investigation". Given this, the purpose of this work is to bring answers to questions, through the application of the scientific method. Thus, the method used to carry out this work was based on consultations of journals in scientific databases such as the Scientific Electronic Library Online (SciELO) and Google Scholar and educational journals that had indexed materials on the subject.Gil (2019) points out that bibliographical research aims to provide the researcher with coverage of a much broader range of phenomena than the one that could be researched directly. For the author, it is essential for the researcher to survey the themes and types of approach already worked on by other scholars, assimilating concepts and exploring characteristics already published. It can also be considered of an exploratory nature, since it involves a bibliographic survey of data, exploring materials from already renowned authors with experiences in the theme of toys, games and games. Exploratory research has flexible planning, allowing the study of the subject from various perspectives (PRODANOV; FREITAS, 2013). As for the approach, it can be delimited as qualitative research, as it refers to the results of an investigation that seeks to explain the reason for things, that is, the reality of children in Early Childhood Education. For Marconi and Lakatos (2019), qualitative research works with various meanings, motives, beliefs, values ​​and attitudes, corresponding to a deep space of relationships. In this way, the guiding problem of this work started from the following question: how can games and games add to the motor-cognitive development and to the child's learning in Early Childhood Education? To answer this question, we will discuss child development and learning and the design of games for this stage.