A-do-le-ta: movement and development from 0 to 3 years old

• Autor(a) principal: Saito, Heloisa Toshie Irie
• Data de Publicação: 2022
• Outros Autores: Souza, Vânia de Fátima Matias de, Jorge, Juliana Macedo Balthazar, Souto, Debora Luppi
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Acta Scientiarum. Education (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52989
• topic: historical-cultural psychology; movement; development; childhood.; psicología histórico-cultural; movimiento; desarrollo; la infancia.; psicologia histórico-cultural; movimento; desenvolvimento; infância.

Discussions about childhood have been constant in research carried out in recent decades, since puerile education has taken shape through its legal insertion in basic education, raising concerns about the role of daycare for young children. Under this aegis, the article, based on qualitative research of a bibliographic nature, aims to promote reflections about the contributions of the Historical-Cultural Psychology theory in relation to the importance of the movement for the development of children from birth to 3 years old. The study presents the social relationship, mediated by language, as a conductor of thought and motor action, being a preponderant factor for the intentional mastery of movements and for the appropriation of body knowledge. In early childhood education, national official documents recognize the importance of working with the body and indicate that in daycare, a space that allows for more organized social interactions, it is necessary to implement pedagogical practices that explore the child's body in various possibilities. The study could conclude that movement is a motor activity that must be developed, and must be considered in the actions taken by the teacher, in order to promote the appropriation of human culture.