This monograph was prepared with the aim of analyzing the contributions of games and games in Early Childhood Education, as well as getting to know the pedagogical work with playfulness and games in preschool. Thus, the research sought to answer the following problem: What is the importance of playfulness for learning in preschool? Research with a qualitative approach was carried out, in order to analyze the complexity of the problem based on bibliographic and field research. The empirical investigation was carried out in a municipal school in Miracema do Tocantins. For data collection the following methodological instruments were used: photographic record of the school, questionnaire applied to three teachers of Early Childhood Education in pre-school classes, observation and intervention during the period of supervised internship, documentary research and bibliographic research. In addition, school documents and curriculum guidelines were consulted. The analyzes carried out showed that teachers use playfulness as a methodological tool and promote games and play with children. However, the research showed that the PPP of the investigated school is out of date and has no pedagogical reference for the work of the preschool teachers and, in addition, it does not have a physical structure suitable to the needs of children of preschool age.
|
