O brincar no tempo e no espaço da educação infantil

Abstract

The organization of adequate times and spaces to stimulate playing constitute important steps for buiilding a pedagogical Project for Children Education.Then, the way that materials, furniture are disposed and organized, as well as the way children and adults occupy such space, how they interact in and within it are revealing a pedagogical conception. Based on these experiences a net of relations is structured and expresses itself through roles that children play in a context, in which, furniture, materials, routine rituals, the teacher and the lives of the children in and outside the school interfere in such experiences. The environment in which the child is inserted is understood as a field where it interacts and produces cultures by means of playing. Inicially, it was necessary to know a bit about the history of childhood and how the same history has been producing in different times and spaces, different concepts about the child. Secondly, playing appears as something essential in the development of the child as well as the concept of childhood, playing also presents its historical and cultural diomension. Then, playing assumes its specific form of being a social factor that implies learning and an important experience of culture which has been modified along the years. In these intervention practices with children I noticed that the organization of the spaces to play in Children Education is essential for the absolute development of the child, since it enhances their potencialities and provides the complete development of their skills.