A importância do lúdico na Educação Infantil para criança de 04 a 05 anos
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Trabalho de conclusão de curso |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFRN |
Texto Completo: | https://repositorio.ufrn.br/handle/123456789/41857 |
Resumo: | This paper argues that the playful practice is of fundamental importance for the acquisition of knowledge, creativity and imagination by students, as well as the inclusion of special children in activities in the classroom, with the teacher as mediator of knowledge, need to incorporate and value these significantly activities in the classroom everyday. It is necessary, expand their knowledge about the playful to be able to use more often technical and diverse strategies, involving games and play in their didactic and pedagogical planning to provide the comprehensive development of their students and to conduct effective learning of school subjects delivered with playfulness. So it is important that the games are part of the school culture, whereas the teacher to analyze and evaluate their educational potential in the curricular dimension that you want to develop. Thus, there are possibilities for the student to be integrated into classroom activities and school context through the implementation of educational activities, are projects with dramatizations, prayers and paintings or fun and games. Thus, we find that the development of recreational activities need an intentional pedagogical work, creative and pleasurable, causing the teacher to experience the use of games, the games and play in several subjects in schools as necessary and useful exercises life, whose share of children are useful forming social attitudes such as mutual respect, cooperation, obedience to rules, sense of responsibility, sense of justice, personal initiative and group, and strategies that contribute to awaken and enhance the acquisition of learning. Therefore, education through play practices is an important strategic tool of teaching and learning that enables you to create attractive environments in the classroom and in life to the full development of the child. Thus, we use the qualitative approach of explanatory descriptive nature, through which we analyze the teachers' conceptions about the concept of planning concepts of recreational activities, specifically when planning tasks to be undertaken in their teaching practices, anchored on technical and methodological procedures such as meeting with the teaching staff; participant observation; interviews; photographic images; documentary research; questionnaire and life narrative. Thus, in this research, we try to conduct a study on the importance of the play in early childhood education, seeking to argue for the need to consider the play, toy, play and games as basic activities of the classroom, as well as the socialization of school activities from these educational tools with students who need follow-up because of special needs. In this perspective, our study is structured as follows: we present our initial thoughts and discussions about the importance of play activities at school. Then descriptive reflections about our participation in supervised training in early childhood education and final considerations focus on report. Later, references and appendices of this study. |
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Bezerra, Francisca MirandaSoares Jr, Francisco CláudioVieira, Giane BezerraAndrade Jr, Francisco Vitorino deSoares Jr, Francisco Cláudio2016-07-27T18:03:26Z2021-10-05T14:17:34Z2016-07-27T18:03:26Z2021-10-05T14:17:34Z20162012030623BEZERRA, Francisca Miranda. A importância do lúdico na Educação Infantil para criança de 04 a 05 anos. 2016. 55f. Trabalho de Conclusão de Curso (Licenciatura em Pedagogia a Distância), Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2016.https://repositorio.ufrn.br/handle/123456789/41857This paper argues that the playful practice is of fundamental importance for the acquisition of knowledge, creativity and imagination by students, as well as the inclusion of special children in activities in the classroom, with the teacher as mediator of knowledge, need to incorporate and value these significantly activities in the classroom everyday. It is necessary, expand their knowledge about the playful to be able to use more often technical and diverse strategies, involving games and play in their didactic and pedagogical planning to provide the comprehensive development of their students and to conduct effective learning of school subjects delivered with playfulness. So it is important that the games are part of the school culture, whereas the teacher to analyze and evaluate their educational potential in the curricular dimension that you want to develop. Thus, there are possibilities for the student to be integrated into classroom activities and school context through the implementation of educational activities, are projects with dramatizations, prayers and paintings or fun and games. Thus, we find that the development of recreational activities need an intentional pedagogical work, creative and pleasurable, causing the teacher to experience the use of games, the games and play in several subjects in schools as necessary and useful exercises life, whose share of children are useful forming social attitudes such as mutual respect, cooperation, obedience to rules, sense of responsibility, sense of justice, personal initiative and group, and strategies that contribute to awaken and enhance the acquisition of learning. Therefore, education through play practices is an important strategic tool of teaching and learning that enables you to create attractive environments in the classroom and in life to the full development of the child. Thus, we use the qualitative approach of explanatory descriptive nature, through which we analyze the teachers' conceptions about the concept of planning concepts of recreational activities, specifically when planning tasks to be undertaken in their teaching practices, anchored on technical and methodological procedures such as meeting with the teaching staff; participant observation; interviews; photographic images; documentary research; questionnaire and life narrative. Thus, in this research, we try to conduct a study on the importance of the play in early childhood education, seeking to argue for the need to consider the play, toy, play and games as basic activities of the classroom, as well as the socialization of school activities from these educational tools with students who need follow-up because of special needs. In this perspective, our study is structured as follows: we present our initial thoughts and discussions about the importance of play activities at school. Then descriptive reflections about our participation in supervised training in early childhood education and final considerations focus on report. Later, references and appendices of this study.O presente trabalho defende que a prática lúdica é de fundamental importância para aquisição de saberes, criatividade e imaginação pelos alunos, como também a inserção de crianças especiais nas atividades desenvolvidas em sala de aula, tendo o professor como intermediador dos conhecimentos, precisando incorporar e valorizar essas atividades de forma significativa no cotidiano da sala de aula. Faz-se necessário, ampliar seus conhecimentos sobre o lúdico para poder utilizar com mais frequência técnicas e estratégias diversificadas, envolvendo jogos e brincadeiras no seu planejamento didático-pedagógico, para proporcionar o desenvolvimento integral dos seus alunos e a realizar o efetivo aprendizado dos conteúdos escolares ministrados com ludicidade. Por isso, é importante que as brincadeiras façam parte da cultura escolar, cabendo ao professor analisar e avaliar as suas potencialidades educativas na dimensão curricular que se deseja desenvolver. Assim, há possibilidades de fazer com que o aluno seja integrado às atividades de sala de aula e no contexto escolar, por meio da execução das atividades pedagógicas, sejam de projetos com dramatizações, orações e pinturas ou jogos e brincadeiras. Desse modo, constatamos que o desenvolvimento das atividades lúdicas precisa de um trabalho pedagógico intencional, criativo e prazeroso, fazendo com que o professor vivencie a utilização dos jogos, as brincadeiras e o brincar nas mais diversas temáticas no âmbito escolar, como exercícios necessários e úteis a vida, cuja participação das crianças são uteis a formação de atitudes sociais como respeito mútuo, cooperação, obediência às regras, senso de responsabilidade, senso de justiça, iniciativa pessoal e grupal, sendo estratégias que contribuem para despertar e valorizar a aquisição de aprendizagens. Portanto, a educação por meio de práticas lúdicas é uma importante ferramenta estratégica de ensino-aprendizagem que possibilita a criação de ambientes atraentes em sala de aula e na vida para o desenvolvimento integral da criança. Desse modo, utilizamos a abordagem qualitativa, de natureza descritiva explicativa, por meio da qual analisamos as concepções dos professores sobre o conceito de planejar conceitos de atividades lúdicas, especificamente ao planejar tarefas para serem desenvolvidas nas suas práticas pedagógicas, ancorado nos procedimentos técnico-metodológicos tais como: reunião com a equipe pedagógica; observação de participante; entrevistas; imagens fotográficas; pesquisa documental; questionário e narrativa de vida. Assim, na referida pesquisa, procuramos realizar um estudo sobre a importância do lúdico na Educação Infantil, buscando argumentar em favor da necessidade de considerar o brincar, o brinquedo, a brincadeira e os jogos como atividades básicas de sala de aula, como também, a socialização das atividades escolares a partir desses instrumentos pedagógicos com alunos que precisam de acompanhamento em virtude de necessidades especiais. Nessa perspectiva, nosso estudo encontra-se estruturado da seguinte forma: apresentamos as nossas considerações iniciais e discussões sobre a importância das atividades lúdicas no espaço escolar. Em seguida, reflexões-descritivas acerca da nossa participação no Estágio Supervisionado na Educação Infantil e as considerações finais do relatório em foco. Posteriormente, as referências e os anexos do presente estudo.Universidade Federal do Rio Grande do NorteUFRNBrasilPedagogia EADAtividades LúdicasEducação InfantilEnsino-AprendizagemEducaçãoA importância do lúdico na Educação Infantil para criança de 04 a 05 anosinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/openAccessporreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNTEXTAImportânciaDoLúdicoNaEducaçãoInfantil_Relatório de Práticas_2016.pdf.txtExtracted texttext/plain98284https://repositorio.ufrn.br/bitstream/123456789/41857/1/AImport%c3%a2nciaDoL%c3%badicoNaEduca%c3%a7%c3%a3oInfantil_Relat%c3%b3rio%20de%20Pr%c3%a1ticas_2016.pdf.txt8cd5f1a06315023111609be432a5d363MD51ORIGINALAImportânciaDoLúdicoNaEducaçãoInfantil_Relatório de Práticas_2016.pdfapplication/pdf738569https://repositorio.ufrn.br/bitstream/123456789/41857/2/AImport%c3%a2nciaDoL%c3%badicoNaEduca%c3%a7%c3%a3oInfantil_Relat%c3%b3rio%20de%20Pr%c3%a1ticas_2016.pdf495106d2a6697173db935575469509f7MD52LICENSElicense.txttext/plain756https://repositorio.ufrn.br/bitstream/123456789/41857/3/license.txta80a9cda2756d355b388cc443c3d8a43MD53123456789/418572021-10-05 11:17:34.076oai:https://repositorio.ufrn.br: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ório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2021-10-05T14:17:34Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.pr_BR.fl_str_mv |
A importância do lúdico na Educação Infantil para criança de 04 a 05 anos |
title |
A importância do lúdico na Educação Infantil para criança de 04 a 05 anos |
spellingShingle |
A importância do lúdico na Educação Infantil para criança de 04 a 05 anos Bezerra, Francisca Miranda Atividades Lúdicas Educação Infantil Ensino-Aprendizagem Educação |
title_short |
A importância do lúdico na Educação Infantil para criança de 04 a 05 anos |
title_full |
A importância do lúdico na Educação Infantil para criança de 04 a 05 anos |
title_fullStr |
A importância do lúdico na Educação Infantil para criança de 04 a 05 anos |
title_full_unstemmed |
A importância do lúdico na Educação Infantil para criança de 04 a 05 anos |
title_sort |
A importância do lúdico na Educação Infantil para criança de 04 a 05 anos |
author |
Bezerra, Francisca Miranda |
author_facet |
Bezerra, Francisca Miranda |
author_role |
author |
dc.contributor.referees1.none.fl_str_mv |
Soares Jr, Francisco Cláudio |
dc.contributor.referees2.none.fl_str_mv |
Vieira, Giane Bezerra |
dc.contributor.referees3.none.fl_str_mv |
Andrade Jr, Francisco Vitorino de |
dc.contributor.author.fl_str_mv |
Bezerra, Francisca Miranda |
dc.contributor.advisor1.fl_str_mv |
Soares Jr, Francisco Cláudio |
contributor_str_mv |
Soares Jr, Francisco Cláudio |
dc.subject.pr_BR.fl_str_mv |
Atividades Lúdicas Educação Infantil Ensino-Aprendizagem |
topic |
Atividades Lúdicas Educação Infantil Ensino-Aprendizagem Educação |
dc.subject.cnpq.fl_str_mv |
Educação |
description |
This paper argues that the playful practice is of fundamental importance for the acquisition of knowledge, creativity and imagination by students, as well as the inclusion of special children in activities in the classroom, with the teacher as mediator of knowledge, need to incorporate and value these significantly activities in the classroom everyday. It is necessary, expand their knowledge about the playful to be able to use more often technical and diverse strategies, involving games and play in their didactic and pedagogical planning to provide the comprehensive development of their students and to conduct effective learning of school subjects delivered with playfulness. So it is important that the games are part of the school culture, whereas the teacher to analyze and evaluate their educational potential in the curricular dimension that you want to develop. Thus, there are possibilities for the student to be integrated into classroom activities and school context through the implementation of educational activities, are projects with dramatizations, prayers and paintings or fun and games. Thus, we find that the development of recreational activities need an intentional pedagogical work, creative and pleasurable, causing the teacher to experience the use of games, the games and play in several subjects in schools as necessary and useful exercises life, whose share of children are useful forming social attitudes such as mutual respect, cooperation, obedience to rules, sense of responsibility, sense of justice, personal initiative and group, and strategies that contribute to awaken and enhance the acquisition of learning. Therefore, education through play practices is an important strategic tool of teaching and learning that enables you to create attractive environments in the classroom and in life to the full development of the child. Thus, we use the qualitative approach of explanatory descriptive nature, through which we analyze the teachers' conceptions about the concept of planning concepts of recreational activities, specifically when planning tasks to be undertaken in their teaching practices, anchored on technical and methodological procedures such as meeting with the teaching staff; participant observation; interviews; photographic images; documentary research; questionnaire and life narrative. Thus, in this research, we try to conduct a study on the importance of the play in early childhood education, seeking to argue for the need to consider the play, toy, play and games as basic activities of the classroom, as well as the socialization of school activities from these educational tools with students who need follow-up because of special needs. In this perspective, our study is structured as follows: we present our initial thoughts and discussions about the importance of play activities at school. Then descriptive reflections about our participation in supervised training in early childhood education and final considerations focus on report. Later, references and appendices of this study. |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-07-27T18:03:26Z 2021-10-05T14:17:34Z |
dc.date.available.fl_str_mv |
2016-07-27T18:03:26Z 2021-10-05T14:17:34Z |
dc.date.issued.fl_str_mv |
2016 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/bachelorThesis |
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bachelorThesis |
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publishedVersion |
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2012030623 |
dc.identifier.citation.fl_str_mv |
BEZERRA, Francisca Miranda. A importância do lúdico na Educação Infantil para criança de 04 a 05 anos. 2016. 55f. Trabalho de Conclusão de Curso (Licenciatura em Pedagogia a Distância), Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2016. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufrn.br/handle/123456789/41857 |
identifier_str_mv |
2012030623 BEZERRA, Francisca Miranda. A importância do lúdico na Educação Infantil para criança de 04 a 05 anos. 2016. 55f. Trabalho de Conclusão de Curso (Licenciatura em Pedagogia a Distância), Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2016. |
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Universidade Federal do Rio Grande do Norte |
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UFRN |
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Brasil |
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Pedagogia EAD |
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Universidade Federal do Rio Grande do Norte |
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