Children's games as a social experience of knowledge elaboration about the phisical world in the early childhood education

• Autor(a) principal: Silva, Gizelda Gomes da
• Data de Publicação: 2018
• Outros Autores: Schulz, Luciane, Tomio, Daniela
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Zero-a-seis
• Texto Completo: https://periodicos.ufsc.br/index.php/zeroseis/article/view/1980-4512.2018v20n38p469

With the goal to understand the articulations among play in the children socialexperiences and the knowledge elaboration about the physical world, we report an experience,starting in an action-research, in the Early Childhood Education context witch twenty-threechildren and its teacher, of level IV at a Municipal Center for Early Childhood Education, at Natalcity, RN. Based on theoretical understandings about playing, the objectives set forth in theBrazilian National Curriculum Guidelines for Early Childhood Education and educationalresearch practices, we developed two didactic sequences that involved playing andinvestigative experiences about the rain cycle and the gravity. The interpretations allowed us toconclude that: children have developed thought by making decisions, testing hypotheses andsystematizing, with different languages, their understandings of the natural phenomena thatappeared in their games; the Early Childhood Education is a space for the production of the knowledge that enriches the characteristics of childhood, while enabling to the teacher to become a researcher of their educational practices.