Brincar na educação infantil: contribuições para a prática pedagógica e desenvolvimento da criança

Abstract

The main focus of this monograph was to bring the discussion of playing in the scope of Early Childhood Education. To support this discussion, we briefly covered other themes in order to collaborate in the understanding of the importance of valuing and respecting play in childhood, especially in schools. The objective, therefore, of this research is to analyze the existing arguments in the literature that highlight the relevance of playing in pedagogical practices and for the development of children in preschool. To achieve this objective and to encourage the reader to reflect on this topic, this research addresses: the contextualization of Early Childhood Education in the legal aspects; presents theorists' conceptions about the relevance of playing for Early Childhood Education; discusses the contributions of play to emotional, cognitive, motor development and interactions between children in preschool; points out the concepts of the curriculum for Early Childhood Education and places play in this document; brings to the debate arguments of some authors about playing in pedagogical practices and points to playing as one of the sources for the process of learning and development according to Vigotsky. Based on the theoretical assumptions of Brougére (2008), Vigotsky (1989), Kishimoto (2002, 2006), Moyles (2002) and Wajskop (2002), we sought to base the analysis on playing in Early Childhood Education, which collaborated in the understanding of the proposed objectives. In this way, we understand and evidence that in playing, children are faced with countless experiences, which influence their formation, as well as in this practice they explore, experience and seek meanings of the world, (re)produces culture, interact, express different feelings and emotions. Finally, in this monograph, numerous arguments will be presented that prove the relevance of playing for the development, learning and knowledge in children. And for promoting such contributions, it is necessary to insert it in Early Childhood Education, especially in pedagogical practices.