Playing and interacting in early childhood education spaces: a reflection of the pedagogical practice of 2- and 3-year-old children in a Municipal Center for Early Childhood Education (CMEI) in Tijucas, State of Santa Catarina, Brazil
DOI:
https://doi.org/10.33448/rsd-v9i9.7661Keywords:
Interactions and games; Pedagogical practice; Organization of spaces; Child protagonism.Abstract
This research was developed as a mandatory requirement for completion of the Pedagogy course of the Lapa Educational College - FAEL, in the Tijucas Pole, Santa Catarina, Brazil, in 2019. For this article, we sought to add new reflections further enriching the work in relation to the interactions and games experienced in the spaces of Early Childhood Education. According to the National Curriculum Guidelines for Early Childhood Education (DCNEI, 2009), interactions and games are structuring axes of pedagogical practice developed with children in early childhood. The objective of this study is to understand the importance of games and interactions for child development, discussing the organization of spaces as a potential for interactions and games and for child protagonism. To support the proposed objectives, we sought to analyze how educators are developing their pedagogical practices for the promotion of interactions and games at the Municipal Center of Early Childhood Education (CMEI) Mauri Afonso da Silva, located in the municipality of Tijucas, State of Santa Catarina, Brazil. To achieve the proposed objectives, we outlined the methodological paths that supported our investigation. Thus, this research has a qualitative character, with an approximation to field research. With this it was possible to observe and analyze the phenomena experienced by the daily research. For the discussion on the importance of spaces for child protagonism, we sought a theoretical deepening with the contributions of Piaget, Vygotsky, Wallon, Friedmann, Zabalza, Horn, among others, who helped to think and reflect the theme presented.
References
Brasil. (2010). Ministério da Educação. Secretaria de Educação Básica. Diretrizes curriculares nacionais para a educação infantil. Secretaria de Educação Básica. – Brasília: MEC, SEB.
Friedmann, A. (1996). Brincar, crescer e aprender: o resgate do jogo infantil. São Paulo: Moderna.
Friedmann, A. (2020). A vez e a voz das crianças: escutas antropológicas e poéticas das infâncias. São Paulo: Panda Books.
Gil, A. C. (2002). Como elaborar projetos de pesquisa. (4a ed.), São Paulo: Atlas.
Horn, M. G. (2017). Brincar e interagir nos espaços da escola infantil. Porto Alegre. Penso.
Medel, C. R. M. A. (2014). Educação Infantil: da construção do ambiente às práticas pedagógicas. (3a ed.), Petrópolis-RJ. Vozes.
Minayo, M. C. S. (org.). (2001). Pesquisa Social. Teoria, método e criatividade. (18a ed.). Petrópolis: Vozes.
Piaget, Jean. (1978). A Formação do Símbolo na Criança. Rio de Janeiro: Zahar.
Vygotsky, L. S. (1994). A Formação Social da Mente. São Paulo: Martins Fontes.
Vygotsky, L. S. (1989). Pensamento e Linguagem. São Paulo: Martins Fontes.
Zabalza, M. A. (2007). Qualidade em educação infantil. Tradução: Beatriz Affonso Neves. Porto Alegre. Artmed.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Shara Machado; Cíntia Rebelo dos Santos Machado; Viviane de Souza e Silva; Digilaini Machado dos Santos
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
