O BRINCAR COMO FACILITADOR DO PROCESSO DE ENSINO E APRENDIZAGEM NA EDUCAÇÃO INFANTIL

Abstract

The objective of this article was to investigate how playfulness, through play, games and toys, can collaborate with the child's teaching-learning process in Early Childhood Education, also identifying the need for pedagogical work aimed at improving and adapting activity proposals. . The methodology used for this article was bibliographical research, based on a survey of previously published works relating to the topic, as well as reports of practical pedagogical experiences based on empirical research. It is believed that the natural nature of human beings at the beginning of life contains games, which generally happen at random. In Municipal Early Childhood Education Centers - CMEIs, the teacher needs to be aware of its relevance, however it is necessary for it to become part of the child's learning. In Early Childhood Education, through play and fantasy, the child acquires most of their cognitive, emotional, social and motor repertoires and the teacher has the ability to encourage playful activities, through costumes, toys, games, music, theater, etc. Some activities we accompany reflect the importance of including playful moments, combined with games and games, into the educational process of children. It is therefore concluded that playing, without a doubt, contributes to the social, cognitive, motor and affective formation of the child.