A importância dos contos de fada no desenvolvimento da linguagem oral e imaginário das crianças no ensino infantil.
This scientific article has as proposal to present the observational research applied during Supervised Stage II in Early Childhood Education of the Pedagogy-EaD Course, Federal University of Rio Grande do Norte. Based on reports and educational experiences in Early Childhood Education, on the impor...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/42022 |
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| Resumo: | This scientific article has as proposal to present the observational research applied during Supervised Stage II in Early Childhood Education of the Pedagogy-EaD Course, Federal University of Rio Grande do Norte. Based on reports and educational experiences in Early Childhood Education, on the importance of telling and enjoying reading stories of children's literatures, this project was carried out at the CMEI - Paulina Engrácia Mariz de Faria, located at Rua: Laurentino, 142 Conj. Santa Catarina, Potengi Neighborhood. The theme of this article was idealized from the observation carried out with the class of 25 students from level IV children in the age range from four years to five years and eleven months, where we performed reading work, reflection on fairy tale stories realized that , many children do not know some fictional characters of stories and fables, it is concluded that, there is not a habit of the parents in telling stories to their children at home mainly for the boys, what allowed in this stage a deepening and a significant contribution in the development of children in early childhood education. Fairy tales have been used as the basis, since historically they have the function of preparing children for real life situations. We know that many short stories are works of children's literature and have been widely used in teaching support in the classroom. For the construction of this work, identify the following authors as the main interlocutors; Miguez (2000); Bettelheim (1978-2002); Rodrigues (2005); Britto (2005). It is concluded that working with literary projects in children's education awakens in children the imagination, the taste for reading and the importance of flexibility in the planning. |
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