O LÚDICO COMO ESTRATÉGIA DE ENSINO E APRENDIZAGEM NOS PRIMEIROS ANOS DA ESCOLARIZAÇÃO

Abstract

The use of games and games in the early years of schooling makes it possible to understand the child's development through the playful language peculiar to childhood. It is essential to know the meaning, concepts and main terms of playing to interpret the ludic universe and the basic elements of ludicity where the child communicates and reproduces his daily life. The research has the general objective: To discuss the importance of using play as a teaching tool for the physical and intellectual development of children in kindergarten, following the specific objectives; I) Understand the concepts of playfulness and its importance for education throughout history II) Explain the contributions of playfulness to the teaching-learning process for children in kindergarten III) Describe the playful activities used in the educational context and their contribution to teaching-learning process of children in early childhood education. In view of the prerogatives, the problem stands out: how can recreational activities be worked on in Early Childhood Education in order to contribute to the development of children's learning? The methodology used was bibliographical research with a qualitative approach and, for purposes of foundation, it presents theorists such as Silva, (2018), Batista (2017), Kishimoto (2014) among others. It understands that, through playfulness in early childhood education, children's right to play can be guaranteed. It is concluded that teachers need to understand that working with playfulness, playing and toys, requires planning for a significant learning process, and also recognize that playfulness is imposed in childhood's school routine.