| dc.description.abstract | This research was conducted to investigate how the organization of space activities room influences interactions in a class of childrens with four year old to CEMEI Bom Jesus, in Contagem city, Minas Gerais state, and propose changes in the organization of the room activities environment to become more challenging and promotes greater autonomy for children, aiming to expand the possibilities of interactions and learning. Space is not neutral it is socially constructed and is the result of interactions performed by actors who act in the context of early childhood education. Thus, the environment directly affects the learning process of children and can promote or inhibit the development, because it helps organize the motor, sensory, symbolic, recreational and relational functions. We can infer through this idea that space is a mediator, an educator, speaker, it can challenge, instigating children to move the production of the languages to facilitate and contribute experiences and expression of children's culture, games, jokes and promoting autonomy. The objective of this research is to analyze how children with 4 years old of Bom Jesus CEMEI interact in the environment of the activity room and see how changing the physical space of the room activities may interfere with children's interactions with space, materials and relationships of people: child / child and child / adult. The construction process and data analysis took place in three stages: diagnosis of reality, intervention in the physical space of the room and check the changes brought about after the intervention. Based on the qualitative approach, we used various instruments to data collect such as observations, interviews and conversations with teachers working in class, conversations with children´s, children's drawings, pictures, and movies. In addition to the contribution of the main authors that supported this research as Froebel, Montessori, Zabalza and Fornero, Vygotzky, Wallon, Loris Malaguzzi, among others . It was discovery that the way the room activities space was organized, especially the fact that the space is almost entirely taken up by tables and chairs, lack of varied materials in sufficient quantity and accessible to children´s, the precarious state of conservation environment and materials, lack of autonomy and the impossibility of movement caused by the small and hard space, inhibits social interactions and end up witnessing a passive conception of the child, which induces the teacher to practice turned to adults. We can be concluded that the new organizations activities room, changed the dynamics and pedagogical practices, when them the teachers showed more flexible and responsive to listening to children´s and thus making the proposed activities more meaningful and enriching for them, allowing them to make choices becoming protagonists of their learning process, who occupy the spaces more freely and spontaneously and increasing the possibilities of interactions among children´s. The space became another teacher, providing the true teacher to assist children who are more difficult or require more time to complete them. The changes were very significant, especially in the construction of children's autonomy. To have several materials available also brought the possibility of listening to the needs of children´s, enabling the exchange activities according to their interest and manifestation, making the routine more flexible. | |
