GAMES, PLAYS AND SEX EDUCATION IN EARLY CHILDHOOD EDUCATION

Abstract

This article sought to verify the contributions of games and plays for the development and learning of children in early childhood education, investigating whether they can contribute as tools to the implementation of sex education. The theoretical framework prioritized authors who deal with games, using qualitative descriptive research to achieve the objective, more precisely a case study that was carried out in a municipal school in the city of Bambui-MG, where 42 children aged between 4 and 5 years, two teachers and a supervisor have participated. Given the information obtained during the research, it can be concluded that the educators of the researched school use games and plays to assist them in the teaching-learning process and recognize their benefits. The experience lived during the research allowed to identify the existence of some difficulties faced by educators when carrying out new activities with their students. Despite this, games and plays, when previously planned, offer greater possibility of learning and development to early childhood students, as well as providing more tranquility and security to educators, being used as educational tools in the implementation of sex education projects.