Educação e ludicidade: possibilidades formativas na infância_7

Abstract

The study aimed to discuss the relationship between Education and Playfulness related to the formative practices of the Early Childhood Education teacher. In order to do so, a bibliographic research was carried out, pursuing the theoretical bases and epistemologies in these fields, mainly from the thoughts of Piaget, Vigotsky, Huizinga, Bougere and others, using, as well as a methodology, the bibliographic research. At the beginning, the work discusses the evolution of early childhood education in Europe and Brazil, demonstrating the difficulties of recognizing the need for this level of education and the advances made in the field of law. In the first centuries, early childhood education in Brazil was characterized more as an assistentialist nature. It was only later, with new legislation, that the component linked to education was introduced. Then, the work develops a debate on Playfulness that can be used as a promoter for a good cognitive, physical and social development of the child, developing their imagination, their high esteem. engine for a good playful development in the classroom and also outside it, as children bring different cultures from the environment in which they live. The last chapter deals with the final considerations where the formative aspects of the teacher who can use playfulness as a factor of great contribution to child development are shown.