As brincadeiras no desenvolvimento social, afetivo e cognitivo das crianças da educação infantil, na concepção das professoras

Abstract

This work is a qualitative research on the importance of play in the social, emotional and cognitive development of children, according to teachers. The general objective of the research is to analyze how teachers, in their practices, understand the social, emotional and cognitive development of children's learning and how they use it in the educational work of Early Childhood Education; therefore, the specific objectives are: To discuss the theoretical framework of the research, taking as reference the conception of child, play and Early Childhood Education; To identify how the educational work of the teacher in play contributes to developing the social, emotional and cognitive fields of children. During the research, the theoretical framework was discussed, which spoke with Ariés (1978), Schlindwein; Laterman; Peters (2017), Oliveira (2013), Maia (2012), Vasconcellos and Sarmento (2007), among others. For this reason, the concepts of children, play and Early Childhood Education were discussed, a theoretical construction that serves to better understand children, play and child education within the conceptual and historical approach. The methodological aspect was developed through interviews whose purpose was to seek information about play for the social, emotional and cognitive development of children based on the understandings of teachers working in Early Childhood Education. The research made it possible to understand how play contributes significantly to the social, emotional and cognitive development of children, reaffirming that play is fundamental in this age group, because through this activity, children learn to communicate, socialize and understand themselves and others. What can be explored and worked on in a pedagogical way to achieve meaningful learning through play