A importância do brincar na educação infantil e no desenvolvimento integral da criança
The act of playing is essential for the development of children and is part of the guiding principles of the pedagogical practices that make up the curriculum proposal of Early Childhood Education (BRASIL, 2010). It is through the language of play that the child develops his autonomy, and constructs...
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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/123456789/42265 |
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| Resumo: | The act of playing is essential for the development of children and is part of the guiding principles of the pedagogical practices that make up the curriculum proposal of Early Childhood Education (BRASIL, 2010). It is through the language of play that the child develops his autonomy, and constructs his identity, becoming a creative, responsible and autonomous being, assuming other roles during the game. The purpose of this article was to analyze the importance of playing for the development and learning of children in early childhood education. Its specific purpose is to recognize the meaning of play as a form of social interaction. For this, methodologically we insert ourselves in the qualitative approach, through a bibliographical revision, based on the theoretical presuppositions of ANNING (2006), BARROS (2000), BROUGÈRE (1998), FERREIRA (2010), FONTANA (1997), SOUZA (1986), VYGOTSKY (1998) and official documents such as the National Curriculum Guidelines for Early Childhood Education (2010), National Quality Standards for Early Childhood Education (2006), National Curriculum Frameworks for Early Childhood Education (1998), National Education Guidelines and Bases Law (1996), The National Plan for Early Childhood (2010), the Child and Adolescent Statute (1990) and the Universal Declaration of the Rights of the Child - DUDC (1959). We conclude with this work that play is a powerful vehicle of experimental learning, since it allows, through the playful, to experience learning as a social process. |
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