O LÚDICO NO DESENVOLVIMENTO INFANTIL

Abstract

The present work starts from the premise that the playful should be understood as a fundamental dimension for human learning. For this reason, its use as a teaching strategy that values the knowledge of childhood is a topic that is much discussed and currently debated in teacher training courses. Aiming to understand the importance of games, toys and games in the process of child development and their contributions to education, this research seeks to relate the playful dimension of these activities to the process of learning inherent to the child as a subject of play. For its development, the theoretical-bibliographic research was used as a working methodology based on the thought of authors recognized for their research on children's development in the field of Psychology, such as Piaget and Vigotski, as well as Philosophy and Sociology of childhood, in which the research approached the productions of researchers like Kishimoto, Gilles Brougère, Janete Moyles, Philippe Aries and Adriana Friedmann. We analyze the need to value children's culture through play as a way to improve the teaching-learning process of the child. It is promoted an analysis of the role of games and games in the school environment, retaking some forms of classification conventionally used to affirm the need for adequacy between objectives, curricular contents and the stage of development of the subjects involved.