A importância da ludicidade para aprendizagem das crianças de 4 a 7 anos do CAESB

Abstract

The present work aims to discuss “The Importance of playfulness for the learning of children aged 4 to 7 at CAESB” since play activities, when provided appropriately, favor the integral development and training of children. In this sense, with the purpose of developing this research, the following specific objectives were listed: I. To research the relationship between Pedagogy and playfulness; II. To analyze how playfulness is used in working with children at CAESB; III. To understand play as a pedagogical mediation in the teaching and learning process in the researched context. To this end, a qualitative research was carried out. Initially, a bibliographical research was conducted in order to explore the investigated theme, and for data collection, a bibliographical survey of the last 05 years was constructed starting from the inquiry: Contributions of playfulness to the process of learning. And based on the inclusion criteria, 07 works were selected. In order to make the investigation more fruitful, a case study was carried out with one of the children assisted at CAESB who had learning difficulties. The theoretical framework is supported by the theories of Friedmann (2006), Wajskop (2007), Santos (1999) and Almeida (1995). In the area of games and play: Pereira, (2005), Kishimoto (1988) and Ribeiro (2002). In the field of pedagogy Paulo Freire (1991) and Medeiros (2008). Furthermore, the results show that playful activities are necessary and essential for the construction of knowledge and training of the child, and that the teacher's role in this process favors the development of significant learning.