O lúdico como instrumento de interação e facilitador do desenvolvimento cognitivo na Educação Infantil

Abstract

The ludic is an indispensable factor for teacher working that seeks to make its class most interesting and challenging, whose results tend to be significant and pleasant. Mainly for these activities expand learning opportunities and children development. In this context, the present paper has as aim understanding the importance of ludicity, as favorable strategy to the cognitive development and interaction among children, considering an indispensable element to the practice of the teacher. In this meaning, we still seek, understand the hole of playing in the integral development of children, reflecting about ludic activities that are significates for the teaching learning process. The study was realized with a bibliographic and exploratory research, using as support for this study and research the theoretical basis available in paper of electronic journals and books about the theme, that based in scholars ideas as: Piaget (1983) and Vygotsky (1991), Friedmann (2012), Sommerhalder and Alves (2011), Bock (1999), Kishimoto (2001), and the RCNEI (1998). Based in these studies was possible to find that the ludic is fundamental for the child teaching learning process, because it helps in the cognitive, social, cultural and motor development, facilitating the processes of socialization, communication and knowledge construction for the child. We still verify that through the game, toy or joke, the ludicity constitutes an auxiliary tool in the integral development of children, being the teacher the responsible to create a stimulating learning environment that generates results, overcome challenges and make really difference in the education of students at an early age.