EDUCAÇÃO INFANTIL: ROTINA E ORGANIZAÇÃO DO ESPAÇO E TEMPO

Abstract

The researched theme aims at the routine and organization of space and time in early childhood education in order to analyze the progress of daily activities in certain children's centers. As well as observing the teaching and learning process in educational environments. The main objective of this work is to point out the importance of the routine and organization of space and time in the teaching and learning process of the child regarding its development, considering the damage that it can get when not assisted in its basic, cognitive, affective and social needs.The problem presented is: What is the contribution of the organization of routine, space and time in early childhood education? The justification is based on the National Curricular Common Base (2020), Law of guidelines and Base (1996), National Curricular Reference for Early Childhood Education (1998) Oliveira (2007) Kramer, (2009), Horn (2017), Gobbato (2005) ) among other specific sources. In which evidence that the routine and organization of this space and time has become monotonous, arbitrary and automatic as the pedagogical didactics in caring, educating and in the teaching and learning process. The work is divided into: The trajectory of Brazilian early childhood education, The legislative trajectory of early childhood education, Tables and graphs with characteristics of the historical context, Routine and organization of space and time in early childhood education, organization of space and time, Routine and space as a teaching and learning process in early childhood education. The methodology applied is of a bibliographic nature, with qualitative and quantitative approaches of a basic nature, and regarding the objectives it is exploratory, having as main authors: Gil (2002), Zanella (2013), Kauark (2010). The results and discussions showed that the early childhood education environment can be a path of autonomy, prestige and development of children regarding the routine and organization of space and time in which it aims to allow the child to have freedom in their teaching process and learning. In this way, it is observed that educational spaces need to be more attractive, stimulating in which they allow children to have free will in pedagogical practices, in playing, caring, and in choosing their basic needs.