O BRINCAR COMO INSPIRAÇÃO: SENTIDOS E DESCOBERTAS

Abstract

This study was motivated by the first author's own training (life story), as well as by the interests developed throughout her initial training in the Pedagogy undergraduate program (UFMS/CPAQ). The central theme is Play and the question was raised based on the scarcity of educational toys and the search to expand the playing repertoire among Early Childhood Education of teachers in training. To limit the scope of the research, two goals were listed: a) Understanding the basic concepts, which in this case are the concepts of play, toys and games for Early Childhood Education as well as their scope/aspects; b) List the main applications of these concepts in the reconfiguration of physical spaces (Environments) and in teacher training for Early Childhood Education. To achieve the objectives, a Narrative-type literature review was carried out, in which there are no explicit and systematic criteria for searching for sources of information. The results present five papers selected from the search carried out for the Narrative type literature review. Additionally, discussions about the Pedagogical Residency were included. The presentation of the results summarizes the five articles that identify the importance of playing in Early Childhood Education and its conditions. They also allowed us to understand that play is the basis for healthy growth. Because there are countless types of games, different forms and characteristics. Toys and games allow the construction of knowledge and develop in each child the perception of possible difficulties to be faced and overcome. They also develop social and intellectual skills that will help them in the learning process and their evolution in the school environment. The final considerations also address the physical space (environment) and the teacher education to work on the theme of Play.