THE CURRICULUM THEORIES IN THE IMPLEMENTATION OF TOYS IN THE FIRST CHILDHOOD: CONTRIBUTIONS OF NEUROPSYCHOLOGY

Abstract

For some time the relationships that permeate play and learning have been known, especially when systematized in the spaces of toy libraries and in the organization of school contents in the curriculum that support and stimulate the child's physical, cognitive, creative, social and language development. current studies from the advances in science through the use of magnetic resonance imaging have demonstrated how learning processes occur and their relation to the opportunities offered to children, thus suggesting the role of objects and children's relationships with other people and the environment where they live, being central to their full development and growth. we present in this text the relations between curriculum theories, play objects and contributions of neuroscience. these processes would increasingly determine that the reorganization of the developing neural system which, in the case of early childhood, seems to be optimizable with the amount of learning constructs of these subjects in the toy libraries. these didactic spaces of learning must occupy a privileged place in the school practices and curriculares of the infancy.