A organização dos espaços-ambiente das instituições de educação infantil: influências no desenvolvimento e aprendizagem da criança

• Autor(a) principal: Costa, Romário josé da Silva
• 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/123456789/41760
• topic: Organização de espaços-ambiente; Estrutura física; Educação Infantil; Relação espaço-aprendizagem; Educação

The school is mainly an area of cognitive development and a support in the construction of the interpersonal relationships of the child. Starting from this principle, this study is to describe the importance of Physical Spaces/ teaching ambience of Early Childhood Education, which presents a discussion on the influence of the organization of these elements in the development of the child from 0 to 6 years. For the theoretical basis sought reasons in several authors, including Horn (2004), Zabalza (1998), Brasil (1998, 2006), Frago (2001), Cavaleire (2009), Ribeiro (2010), Buitoni (2009), Lima (1983), among other. The dialogue about the importance of organization of spaces-ambience and its influence on the development of learning in the child takes into account that they must be prepared to carry out activities of developers learning in children, as well as the sociability and autonomy that are established in the locus. Study spaces/school ambience means understanding them as partners of the teacher in the teaching-learning process, moreover the physical, motor, cognitive, psychosocial and ensuring the welfare and security of the child. The research was developed in three schools of Early Childhood Education, distributed in some districts and in Cohab, neighborhood of the city of Macau/RN, through the qualitative research with the design of the case study. As results obtained in the study were shown the relationships between the physical space, educating and educator on dimension of affection, their interactions among peers, incorporation of organization of spaces in the program, the role of the educator in the spaces provided for the child and the quality of buildings of early childhood education in Macau/RN. The results constitute primordial elements in the formation of the child, to signal the need to exist a harmony between the child, the physical / space ambience and educational activities developed in this context.