O papel docente em relação ao brincar com crianças de 1 a 2 anos
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Data
2022-01-03
Autores
Costa, Amanda Cristina
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O brincar é uma atividade principal e primordial na formação de crianças de 1 a 2 anos de idade que se encontram nas Instituições de Educação Infantil, mas para que esta atividade auxilie com efetividade em seu desenvolvimento cognitivo, afetivo, motor e
sensorial, faz-se necessária uma prática docente que corrobore de forma intencional com as possibilidades deste campo de atuação. Deste modo, planejar atividades lúdicas para crianças pequenas compreende-se como uma tarefa trabalhosa, visto
que, o docente carece de uma formação profunda sobre o desenvolvimento infantil, independentemente de sua opção teórica, além de uma busca crítica constante que integre vasto repertório de possibilidades de brincadeiras, a observação e registro das necessidades que as crianças expressam, a fim de impulsionar o seu
desenvolvimento. Em vista disso, esta pesquisa visa analisar a prática docente, tendo como objetivo principal examinar sua intencionalidade através do brincar para o desenvolvimento e formação das crianças na faixa etária de 1 a 2 anos de idade, que
alie fundamentos do desenvolvimento infantil, planejamento como meio de formalizar e nortear sua atuação e ao princípio lúdico que envolve a atividade infantil. A metodologia utilizada é caracterizada pela abordagem qualitativa, ela deu suporte a investigação favorecendo a discussão sobre os conceitos expostos pelos autores, os dados foram obtidos por meio de pesquisa bibliográfica em livros físicos e virtuais, plataformas online de busca de artigos acerca do tema de estudo. Ao final é explicitado uma análise crítica sobre pontos cruciais da temática e possibilidades práticas, tais como: a mediação por meio da participação do adulto nas brincadeiras, o trabalho pedagógico permeado pela fundamentação teórica do desenvolvimento infantil e a utilização proveitosa do brinquedo.
Playing is a main and primordial activity in the formation of children from 1 to 2 years old who are in Early Childhood Education Institutions, but for that activity effectively helps in their cognitive, affective, motor and sensorial, it is necessary a teaching practice that collaborate in a intentional with the possibilities of this field of action. In this way, plan recreational activities, for young children it is understood as a task laborious, since the teacher lacks a deep formation on the child development, regardless of their theoretical option, in addition to a constant critical search that integrates a vast repertoire of possibilities of games, the observation and recording of the needs that children express in order to boost their development. In view of this research aims to analyze the teaching practice, with the main objective of examining its intentionality through of playing for the development and training of children aged 1 to 2 years old, which combines fundamentals of child development, planning as means of formalizing and guiding its performance and the playful principle that involves the activity childish. The methodology used is characterized by a qualitative approach, it gaves support to the investigation favoring the discussion about the concepts exposed by the authors, data were obtained through bibliographic research in physical books and virtual platforms and online search platforms for articles on the subject of study. In the end it is a critical analysis on crucial points of the theme and possibilities practices, such as: mediation through adult participation in games, the pedagogical work permeated by the theoretical foundation of development children and the beneficial use of toys.
Playing is a main and primordial activity in the formation of children from 1 to 2 years old who are in Early Childhood Education Institutions, but for that activity effectively helps in their cognitive, affective, motor and sensorial, it is necessary a teaching practice that collaborate in a intentional with the possibilities of this field of action. In this way, plan recreational activities, for young children it is understood as a task laborious, since the teacher lacks a deep formation on the child development, regardless of their theoretical option, in addition to a constant critical search that integrates a vast repertoire of possibilities of games, the observation and recording of the needs that children express in order to boost their development. In view of this research aims to analyze the teaching practice, with the main objective of examining its intentionality through of playing for the development and training of children aged 1 to 2 years old, which combines fundamentals of child development, planning as means of formalizing and guiding its performance and the playful principle that involves the activity childish. The methodology used is characterized by a qualitative approach, it gaves support to the investigation favoring the discussion about the concepts exposed by the authors, data were obtained through bibliographic research in physical books and virtual platforms and online search platforms for articles on the subject of study. In the end it is a critical analysis on crucial points of the theme and possibilities practices, such as: mediation through adult participation in games, the pedagogical work permeated by the theoretical foundation of development children and the beneficial use of toys.
Descrição
Palavras-chave
Brincar, Desenvolvimento infantil de 1 a 2 anos de idade, Prática docente, Planejamento, Play, Child development from 1 to 2 years old, Practice teacher, Planning