A brincadeira e suas implicações no desenvolvimento infantil: recorte da experiência do Programa Trilhas Potiguares/UFRN

Abstract

Contributing to the theme of "play, playfulness in early childhood education" is to extract options to better assist the physical, cognitive and emotional development of the child, besides adding to the improvement of the teacher's practice. Based on this principle, the objective of this paper was to explain from a theoretical, didactic-pedagogical and methodological point of view the role that playing should and must take place in the teaching-learning relationship, taking as a reference the UFRN Trails Potiguares Program (Programa Trilhas Potiguares). In this program, lectures were held with teachers of pre-school education in the city of Martins / RN. It is based on the following theoretical references: Kishimoto (1994), Vygotsky (1998), Piaget (1975), RCNEI (BRASIL 1998), among others. Playing is present in the identity of all infancy, and should not be seen only as a pastime, especially by the teachers themselves. They should contribute in a way that the playful moment is also a place of learning, aiding in the integral development of the children. On this account the playing as a game, the act of playing is of a paramount importance for the development of the individual, being cognitively, affectively, the child by playing appropriates the world that surrounds him or her. Playing is a right of the child, as well as several other rights already conquered, and it must be seen as such. Therefore, no one better than the teacher, who has the task of educating, building that being in formation, appropriates playing as an identity of childhood and integral form of child development. Thus, this paper aims to contribute to the reflection about the role that playing should take place in education, concuring to the development of children and the pedagogical practices of teachers in early childhood education