O ato de brincar por meio de jogos e brincadeiras na educação infantil: contribuição necessária no processo de aprendizagem e construção da identidade da criança

Abstract

The act of playing is an activity specific to each child and this act plays a fundamental role in their formation as a social subject. In play, the child learns and develops skills and desires, interacts and builds hypotheses and interpretations of the world around him. Pedagogical practices in this sense must be inserted in early childhood education in a theoretical and practical way, as it is up to the teacher to ensure that, in the school context, learning is continuous and favors the integral development of young children. From this perspective, the general objective of the research was to understand the act of playing through games and games in early childhood education as a necessary contribution to learning and building children's identity. Specifically, the study tried to describe the conceptions of the main authors who defend playing as a primordial action for the child's learning. As an inquiry methodology, a bibliographical survey was chosen, in which the ideas of Friedmann (2012), Nista-Piccolo and Moreira (2012), Sommerhalder and Alves (2011), among others, stood out, with the intention of problem raised be answered with clarity and objectivity. The result of the research signaled the assertion that games and games as pedagogical resources cooperate in the development of learning in early childhood education and in the formation of the child's identity as an individual and collective subject. It was possible to perceive that the use of these tools is really viable for such development, but it is necessary to have an intentional training and teaching practice directed towards this end. It was noticed, however, the importance of the act of playing through games and games and how this act becomes a necessary action that raises the conditions for the child to acquire discoveries accessible to his individual and collective life.