Educação Infantil: A ludicidade como incentivo para o desenvolvimento da aprendizagem Tabatinga – AM 2023

Abstract

Playfulness is used and increasingly debated by professionals in early childhood education. The playful encompasses all categories of play, namely games, games and toys. The ludic is related to playing, which is a predominant aspect in children's lives since the most remote times of humanity, and therefore deserves an emphasis on education as an instrument of transformation. The general objective of this research was to collect bibliographical data about the importance of play as an incentive in the teaching-learning process in the school context, specifically in Early Childhood Education. For that, it was based on the following specific objectives: to understand the difference between ludic, game, toy and joke; to present the relationship between playfulness and the teaching-learning process; to explain the importance of ludic activities in early childhood education and to emphasize the role of the educator as a mediating agent in this process, as a conductor of classes with the application of ludic activities. The research had a bibliographical character, of the qualitative type. The research was carried out through several readings on the subject, so that its significant importance in the teaching-learning process of the child in this phase of Basic Education could be highlighted, as well as to characterize the role of playfulness as an incentive for children's learning, contributing still stops with the construction of the cognitive, motor, social, emotional and ethical foundations already in early childhood. Kishimoto, Almeida, Andrade, Oliveira e Dias, Cardoso and Batista, Souza and França, among others, were authors considered of paramount importance for the realization of the theoretical foundation of this research. Playfulness is understood as an important factor in facilitating the teaching-learning process in Early Childhood Education. Ludic activities play an important role in children's learning in early childhood and teachers, as mediators in this process, can prove that it is really possible to bring together, within the same situation, ludic activities and education.