A prática do lúdico no cotidiano na Educação Infantil

Abstract

With the evolution of society and pedagogy, play has been considered in early Childhood Education, in recent years, in a very positive way for the student. Once playing, the student creates a sense of their body and thoughts, understands how to make decisions, the consequences of their actions, improves curiosity and independence. This position is reaffirmed in several official documents, including the Common Core National Curriculum – CCNC (2018); as well as numerous relevant names in the area, such as Jean Piaget, Lev Vygotsky, Maria Montessori, and Paulo Freire, among other names. From the perspective of Early Childhood Education, the CCNC highlights skills and principles in which playing is a tool for learning and the teacher is the mediator of this process. Researchers such as Maria Montessori point out the ludic in the construction of children's knowledge. However, schools seem very concerned about rushing alphabetization. The paper presented here, using bibliographic and documentary methodology, sought to analyze the contributions of recreational activities in the daily life of Early Childhood Education in the teaching-learning process of students, according to the Common Core National Curriculum – CCNC. In more detail, he studied the teaching and learning process in early Childhood Education, according to the CCNC; characterized the playful activities, according to the CCNC, in Early Childhood Education, and considered the contributions of playful activities in the teaching-learning process of students in Early Childhood Education, according to the CCNC. The results showed that play has an indispensable role in Early Childhood Education, benefiting the educational institution as a whole, making it necessary to improve official documents that address this topic