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AS CONCEÇÕES DE EDUCADORES DE INFÂNCIA SOBRE A IMPORTÂNCIA DO BRINCAR NA APRENDIZAGEM
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O brincar é o meio de aprendizagem preferido do nosso cérebro (Ackerman, 1999). A criança ao brincar, envolve se totalmente na ação, como tal, podemos salientar que a atividade lúdica tem efeitos sobre o desenvolvimento integral da criança (Sarmento & Fão, 2005). Todavia, na literatura, algumas investigações dão importância e a influência do brincar no desenvolvimento da criança e justificam que o brincar é fundamental para a formação do carácter e da personalidade da criança. Assim, o brincar está profundamente ligado à aprendizagem, principalmente nos primeiros anos de vida, e é através dos brinquedos e brincadeiras que a criança descobre o seu papel no mundo. A brincadeira traz vantagens sociais, afetivas e cognitivas para o desenvolvimento da criança e é através da brincadeira que as crianças crescem, descobrem o mundo e, ao mesmo tempo, se revelam a si mesmas. Neste sentido, esta investigação tem como objetivo conhecer as perspetivas de diferentes educadores e as práticas associadas a importância do brincar na aprendizagem, em particular na matemática.
Nesta investigação apresenta um paradigma interpretativo (Denzin, 2002) e um design de estudo de caso (Merriam, 1988, citado por Bodgan & Biklen, 1994). Os participantes foram quatro educadoras de infância com experiência académica e profissional distintos. Como instrumentos de recolha de dados utilizámos o diário de bordo, a entrevista semiestruturada e a recolha documental.
Os resultados evidenciam que as perspetivas dos participantes são positivas no que concerne brincar, e defendem que o brincar é fundamental para o desenvolvimento da criança, bem como na aprendizagem da área da matemática.
Play is our brain's favorite way of learning (Ackerman, 1999). The child when playing, is totally involved in the action, as such, we can emphasize that the playful activity has effects on the integral development of the child (Sarmento & Fão, 2005). However, in the literature, some investigations give importance and the influence of playing in the child's development and justify that playing is fundamental for the formation of the child's character and personality. Thus, playing is deeply linked to learning, especially in the first years of life, and it is through toys and games that children discover their role in the world. Play brings social, affective and cognitive advantages to the child's development and it is through play that children grow up, discover the world and, at the same time, reveal themselves. In this sense, this research aims to know the perspectives of different educators and the practices associated with the importance of playing in learning, particularly in mathematics. This investigation presents an interpretive paradigm (Denzin, 2002) and a case study design (Merriam, 1988, cited by Bodgan & Biklen, 1994). The participants were four kindergarten teachers with different academic and professional experience. As instruments of data collection we used the logbook, the semi-structured interview, and documentary collection. The results show that the participants' perspectives are positive when it comes to playing, and argue that playing is fundamental for the child's development, as well as in the learning of mathematics.
Play is our brain's favorite way of learning (Ackerman, 1999). The child when playing, is totally involved in the action, as such, we can emphasize that the playful activity has effects on the integral development of the child (Sarmento & Fão, 2005). However, in the literature, some investigations give importance and the influence of playing in the child's development and justify that playing is fundamental for the formation of the child's character and personality. Thus, playing is deeply linked to learning, especially in the first years of life, and it is through toys and games that children discover their role in the world. Play brings social, affective and cognitive advantages to the child's development and it is through play that children grow up, discover the world and, at the same time, reveal themselves. In this sense, this research aims to know the perspectives of different educators and the practices associated with the importance of playing in learning, particularly in mathematics. This investigation presents an interpretive paradigm (Denzin, 2002) and a case study design (Merriam, 1988, cited by Bodgan & Biklen, 1994). The participants were four kindergarten teachers with different academic and professional experience. As instruments of data collection we used the logbook, the semi-structured interview, and documentary collection. The results show that the participants' perspectives are positive when it comes to playing, and argue that playing is fundamental for the child's development, as well as in the learning of mathematics.
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Educação Pré-Escolar, Brincar, Aprendizagem, Matemática Pre-school education, Play, Learning, Mathematic