Educação Infantil: um estudo sobre o lúdico no processo de ensino-aprendizagem

Abstract

The present research reflects on the theme: Early Childhood Education: a study on playfulness in the teaching-learning process. This reflection is necessary from the perspective of improvement and adaptation to access and use tools that better stimulate learning in school. The general objective is to investigate how playful practices contribute to the cognitive, social, and emotional development of children in early childhood education, aiming to understand their importance in the teaching and learning process. In this sense, the research includes an exploratory field study of a quali-quantitative and descriptive nature, as well as a literature review. The results indicate that playfulness is an activity that utilizes social interaction, contributing to the development of children's socio-emotional skills. Playful learning activates different areas of the brain, facilitating memorization and comprehension. When children learn through play, they establish stronger connections between content and their experiences, which contributes to long-term retention of information. Additionally, group play promotes collaboration, empathy, and communication. During these activities, children learn to work as a team, resolve conflicts, and express their emotions, fundamental aspects for developing socio-emotional skills. It concludes that learning can provide children with enjoyable teaching experiences and lead to improvements both in individual and social life. It is up to the teacher to stimulate playful methods so that teaching becomes dynamic and enjoyable, contributing to important capacities such as attention, imitation, memory, and imagination. Playing is part of a child's life during childhood, improving their emotions and feelings by encouraging participation in activities that provide individuals with contact in a carefree manner.