A contribuição do lúdico no processo de aprendizagem das crianças: O que dizem as professoras da Educação Infantil

Abstract

This work addresses how pedagogical practices linked to playfulness impact the learning process of children in early childhood education. The main objective of the research was to analyze the teachers' conceptions of playful practices in the children's learning process in Early Childhood Education in order to identify what they understand about playfulness and how they believe that playful practices contribute to the children's learning process. . In the methodological path, field research was used and the semi-structured interview was used as an instrument for data collection. In addition, a bibliographical research was carried out based on renowned theorists such as: Kishimoto (1997), Vygotsky (1998), Piaget (2004), Fortuna (2013), Wallon (1989), Moyles (2002) and Maluf (2003) authors which address how games, toys and games help in children's learning process and highlights the relationship between the importance of teacher training and the implementation of these playful practices in early childhood education. The research subjects were six teachers working in the area of Early Childhood Education. The results indicated that playfulness is a practice that, in addition to playing, serves as a powerful pedagogical instrument that enhances children's learning process, making it more meaningful and enjoyable. It was also possible to identify that not all teachers had training focused on teaching this topic. It is concluded that pedagogical practices linked to playfulness are fundamental to the development and learning process of children in early childhood education.