TRABALHO PEDAGÓGICO NA EDUCAÇÃO INFANTIL (0 a 5 anos): CONTRIBUIÇÕES DA LUDICIDADE

Abstract

This study aims to investigate the contributions of games, toys and games as pedagogical instruments in the teaching and learning process of children in Early Childhood Education. Considering that the first stage of Basic Education requires diversified, qualified and systematized pedagogical options. The methodology used for the development of the study was bibliographical research, based on the conception of Gil (2007). The relevance of the study consists in highlighting games, toys and games as pedagogical learning tools, in addition to contributing to the ongoing academic training process, enriched by the fundamentals studied during the courses. Also, to promote the theoretical basis regarding Early Childhood Education and the need for initial training that includes the playful dimension. The study initially presents reflections on ludicity in Early Childhood Education and, later, promotes discussions regarding the teaching function in the planning of ludic pedagogical practices in Early Childhood Education, as well as the role of toys, games and games, based on Vygotsky’s theoretical references (1994, 2007); Kishimoto (2008, 2011 and 2013); Mukhina (1996) among others. Thus, it was found that playing and playing the child develops intelligence, reasoning, logic, affectivity, motor skills and socialization, therefore, they are considered extremely important pedagogical resources in the universe of Early Childhood Education.