THE SPACE ARRANGEMENT IN EARLY CHILDHOOD EDUCATION SCHOOLS: REFLECTIONS ON A MUNICIPAL PROJECT

Abstract

Based on development of concepts that consider children in their social, environmental contexts, cultural and, more specifically, in the interactions and social practices that provide them with elements related to several languages and contact with the most varied cultural knowledge for training an autonomous identity, this article brings up a discussion about space as a curricular element that can create concrete and effective conditions for active participation of children in situations of play and other activities in EI. We defend the idea that at school there is the co-construction of knowledge through a learning jokingly. Thus, by presenting a ruled proposal in the learning corners we give opportunity for children development of symbolic play and other learning.