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A brincar, a jogar, a contar ... A DESCOBRIR!
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| 1.41 MB | Adobe PDF |
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Abstract(s)
O trabalho do educador/a carateriza-se pela atenção ao bem-estar, ao desenvolvimento e à aprendizagem da criança (Portugal, 2016). Embora muitas aprendizagens aconteçam de forma espontânea é importante desde cedo proporcionar às crianças um ambiente que facilite a exploração, a interação, que estimule a criatividade e a resolução de problemas.
Este estudo surgiu com o objetivo de promover a aprendizagem de conhecimentos matemáticos através de momentos lúdicos em crianças que frequentam a creche.
O brincar é um meio privilegiado para a aprendizagem, principalmente na primeira infância. A brincadeira traz vantagens a diversos níveis, como ao nível afetivo, social, motor e cognitivo.
Este trabalho foi desenvolvido no contexto de um grupo de creche, com idades compreendidas entre os 29 e os 39 meses. Para ser possível a concretização deste projeto desenvolveu-se uma investigação-ação, do paradigma interpretativo.
Nesta investigação como instrumentos de recolha de dados utilizámos a observação, o diário de bordo, as conversas informais e a recolha documental. Os participantes neste estudo foram quatro crianças do grupo de creche, a educadora/investigadora e a educadora cooperante.
Os resultados obtidos nesta investigação pretendem demonstrar as aprendizagens realizadas pelas crianças com as atividades matemáticas propostas e de que forma podemos utilizar o lúdico para desenvolver atividades matemáticas em contexto de creche, bem como salientar a importância do jogo e do lúdico como recurso para a aprendizagem matemática.
The educator's work is characterized by attention to the well-being, development and learning of the child (Portugal, 2016). Although much learning happens spontaneously, it is important that from an early age we provide to children an environment that facilitates exploration, interaction, which stimulates creativity and problem solving. This study came about with the aim of promoting the learning of mathematical concepts through playful moments in children who attend day-care. Playing is a privileged means of learning, especially in early childhood. Plays bring advantages at different levels, such as affective, social, motor and cognitive levels. This work was developed in the context of a day care group, aged between 29 and 39 months. In order to make it possible to carry out this project, an action-research was developed, based on the interpretative paradigm. In this investigation, as instruments for data collection, we used observation, the logbook, informal conversations and document collection. The participants in this study were four children from the day-care group, the educator/researcher and the cooperating educator. The results obtained in this investigation intend to demonstrate the learning performed by children with the proposed mathematical activities and how we can use the playful to develop mathematical activities in the context of day care, as well as to emphasize the importance of game and playfulness as a resource for mathematical learning.
The educator's work is characterized by attention to the well-being, development and learning of the child (Portugal, 2016). Although much learning happens spontaneously, it is important that from an early age we provide to children an environment that facilitates exploration, interaction, which stimulates creativity and problem solving. This study came about with the aim of promoting the learning of mathematical concepts through playful moments in children who attend day-care. Playing is a privileged means of learning, especially in early childhood. Plays bring advantages at different levels, such as affective, social, motor and cognitive levels. This work was developed in the context of a day care group, aged between 29 and 39 months. In order to make it possible to carry out this project, an action-research was developed, based on the interpretative paradigm. In this investigation, as instruments for data collection, we used observation, the logbook, informal conversations and document collection. The participants in this study were four children from the day-care group, the educator/researcher and the cooperating educator. The results obtained in this investigation intend to demonstrate the learning performed by children with the proposed mathematical activities and how we can use the playful to develop mathematical activities in the context of day care, as well as to emphasize the importance of game and playfulness as a resource for mathematical learning.
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Keywords
Creche, Matemática, Brincar, Lúdico, Aprendizagem. Nursery, Mathematics, Playing, Ludic, Learning