he present work deals with the conceptions that kindergarten teachers of an institution of Early
Childhood Education in the city of Tocantinópolis - TO have about the development of children.
The general objective of the research was to understand the conceptions of kindergarten
teachers about the development of 4-year-old children, from the perspective of the Cultural-
Historical Psychology theory. For the theoretical foundation of the study, we based ourselves
on the contributions of Vygotsky and authors who studied his ideas. A bibliographic research
on the theme was carried out and for this purpose articles, monographs, and books were used.
To obtain data, a questionnaire was developed, through Google form, which was answered by
three kindergarten I teachers from the participating school. Through the analysis of the answers
obtained, it was possible to get an idea that the teachers' conceptions of child development are
diverse, sometimes approaching Vygostky's theory, sometimes distancing themselves from it.
The final impressions lead to the conclusion that the teachers are aware that the social,
cognitive, emotional, and physical development of children occurs both in the interaction of
individual and collective aspects and that it is necessary to develop varied teaching
methodologies to make it possible to associate the content to be taught with the reality of each
one.
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