This course completion work focuses on playfulness in Early Childhood Education
and the conceptions of school teachers about playfulness in the context of remote
teaching and in-person return. Playfulness can be a pedagogical resource explored
within teachers’ planning. Early Childhood Education is considered one of the most
important stages in the formation of children, being the first contact with the school
experience, in a new environment, outside the family context. This educational
modality should contribute to promoting child development in an integral way,
teaching children to deal with differences, fears, challenges, personality
development, autonomy, discoveries in various areas of knowledge. With this, our
work sought to understand the conceptions of two teachers who worked in the
Kindergarten I and II class of Early Childhood Education at a municipal public school
about playfulness in this type of teaching, during remote teaching and the resumption
of in-person classes. Thus, we start from understanding the contribution of the
playfulness of games and games to the development of children's learning, to then
analyze how teachers at the studied school adapted to remote teaching and how the
in-person return occurred with regard to working with playfulness. In this sense, we
carried out bibliographical research on playfulness in Early Childhood Education and
collected data, through participant observation and interviews with two educators,
where we were able to learn about the teachers' conceptions about playful activities
in Early Childhood Education. It was found that play has been worked on by
educators, bringing positive results, used as a tool in the search for overcoming
learning difficulties, favoring the literacy process of school children. Furthermore, the
teachers identified the lack of adequate space at school to develop games and
games and reported that they faced several challenges after resuming face-to-face
teaching, as students had to readapt to school, many had difficulties in the learning
process. learning.
|
