A ludicidade no processo de ensino-aprendizagem na Educação Infantil

Abstract

The playful in kindergarten has been fundamental and necessary technique to strengthen practices aimed at a quality learning and integral development for children. Thus, this paper aims to make an approach reflective and contextualized on child education, ludic and teaching-learning process, thus we propose the contributions and implications of pedagogical permeated by games, toys and games, in this context, and discuss concepts and practices of teachers on the playful in educational practice. Therefore, it was necessary to follow the methodological approach that deals primarily in the literature, based on theoretical contributions as Piccolo and Moreira (2012), Vygotsky (2013), Piaget (2013), D'Avilla and Leal (2013) and reading documents such as National Curriculum Standards (1998), National Referential Curriculum for Early Childhood Education (1998), guidelines for Law and Bases of Education (1996) and the Statute of Children and Adolescents (1990). In addition, we conducted a field survey with a questionnaire, along with teachers of a public school Messiah city Targino. With all that has been studied in this research, it was understandable that to enhance the development of children educational proposals need to be designed to create opportunities activities involving playfulness. By using games, toys and games in different ways can provide cognitive advances and access to new knowledge.