O lúdico no processo ensino aprendizagem social educacional e afetivo na educação infantil

Abstract

The central theme of the work in question is play in the teaching, social, educational and affective learning process in early childhood education, with the following question: How does pedagogical practice approach playfulness to improve the social, educational and affective learning process in early childhood education? To answer this question, data was collected using a semi-structured interview, which revealed how playfulness is used in pedagogical practice and the importance of its use for the child's development. In this sense, the research has the general objective of: Analyzing how pedagogical practice approaches playfulness from the perspective of improving the social, educational and affective learning process, and as specific objectives, describing teachers' conceptions about the importance of playfulness in early childhood education and analyzing how playful activities are being inserted into pedagogical practice in early childhood education. To support the dialogues in this work, the studies by Ribeiro (2013), Arantes and Barbosa (2017), Abade (2013), Silva (2016) and Dutra (2017) were adopted as theoretical references, which point out the benefits of playfulness, which are not restricted to the school environment, but are capable of influencing the individual throughout adult life. The data collected reveal that playfulness is an activity to be worked on in early childhood education, and is therefore relevant for the formation of the individual, since the student not only has fun, but also has fun and learns at the same time