This study addresses the games and practices and practices of teachers in Early Childhood
Education, having as main focus to understand how are the practices of teachers who work in
this stage of teaching, in schools in the city of Arraias-TO. More specifically, we try to
apprehend the main benefits of games and play for the integral education of the child, as well
as to identify the learning objectives listed by teachers in relation to games and play in their
practice. We conducted a survey in the UFT library, Arraias campus, in search of TCC that
discussed the themes games and play of the university's, between 2013 and 2018. As a
theoretical framework, adopted the studies made by Kishimoto (2010), Brougère (1998) and
some official documents, such as RCNEI (1998), DCNEI (2013), BNCC (2017), among
others. This study used the qualitative approach, using as an instrument for data collection an
online questionnaire produced from Google Forms. The research was carried out with five
professionals from two different institutions: a public school and a teaching cooperative. This
work enabled us to understand the teachers' view on games and play and, mainly, on the
benefits they bring to the child's development. Through this study, it was possible to perceive
that teachers believe and defend the importance of playing for the teaching and learning of the
child and we could see, through the answers, that games and play are inserted in the work
methodology, even with the lack of space and toys, as they claim that the child can still play
with these limitations.
|
