The Play in the Context of Early Childhood Education in the View of Nurseries Professionals

Abstract

The activities carried out with the child 0-2 years, as the play are vitals for the development of perceptions, movements, postures and intelligence contributing to the acquisition of psychomotor and cognitive skills. The family has played an important role in providing this tool, but today, in Brazil, the children in this age group have attended the Early Childhood Education institutions. Thus, the objective of this research was to determine the meaning given by professionals from the nursery to the activities to play of the age group 0-2 years. Participated a total of 128 professionals working in municipal nurseries of a medium-sized city of São Paulo. They were asked about the importance of play and toy for children 0-2 years and how it is offered in the nursery routine. The answers were analyzed based on qualitative data analysis technique and enhanced with concepts of thematic analysis. They were organized in themes importance of play; proposals for toys and games; organization of time, space and materials for activities to play; participation in the activities of play. The results indicate that: 1) the activity of play is considered important by the participants for both the development and the learning; 2) teachers are responsible for organizing this activity focused on educational planning; 3) they report that playing at this age is difficult, especially with the smaller, because of the nursery routine of the organization. Therefore, this work F. C. F. de Vitta et al. 520 contributes to the design of the activities of play, more suitable to the needs of the public attended, aiming at the global development of the baby.

A Base Nacional Comum Curricular e o berçário

“…Devemos, no entanto, considerar que oferecer possibilidades do brincar (e não brinquedos aleatoriamente) para crianças tão pequenas é uma tarefa difícil, fato já apontado em alguns estudos (VITTA et al, 2015;MOREIRA et al, 2014). Ainda, é preciso que se assuma que há uma série de atividades no cotidiano da instituição educacional que atende a criança de zero a 1a6m, consideradas como cuidado e que não envolvem claramente o brinquedo (embora pudessem).…”

“…Tudo isso, baseado nos objetivos educacionais para a essa fase da educação (VECTORE, 2003;LIMA;BHERING, Horizontes, v. 36, n. 1, p. 64-73, jan./abr. 2018 2006; BALTIERI et al, 2010;VITTA et al, 2017). Como diz Vitta et al (2017, p. 106) é preciso que a proposição de atividades do brincar (assim como as de alimentação, vestuário e higiene) seja intencional, ou seja, devem ser pensadas, planejadas e adaptadas para atender a objetivos direcionados às crianças, às habilidades e conhecimentos que se quer que ela desenvolva ou aprenda.…”