| dc.description.abstract | The present work addresses the importance of playing in early childhood education,
constituting a research carried out from the experiences lived in the Supervised Internship
(observation and conducting), developed in the Pre-B class, in a Municipal School of
Early Childhood Education, carried out in the second semester of 2021. The objective
was to understand the possibilities and challenges of including a child with reduced
mobility in an early childhood education class, in the context of the return to face-to-face
education, after social isolation due to the Covid-19 pandemic. To carry out the research,
which has a qualitative nature, field diaries and photos were used as resources to record
the observations of the class. Through games, in playful interactions, children learned to
respect each other's differences. Thus, the game enabled the children to be supportive,
tolerant and welcoming. Playing together, they learned values, interacting as different
people, each with their potential, learning to respect each other and live together. In this
way, we reaffirm that in play, children develop as people in their entirety, enjoying the
experience of being children here and now. | |
