"Cesto de tesouros": aprendizagem e desenvolvimento nos bebês do berçário

Abstract

The present work sought to investigate and discuss the importance of living with the treasure basket in the learning and development of children aged between four months and one year in a nursery class based on the theory Goldschmied and Jackson (2006) and the manual “Play Toys and Materials For Babies” module II. The authors state that “the treasure basket, well stocked, offered by an attentive adult can provide experiences that are interesting and absorbing, enabling the baby to seek a vital learning for which he is ready and eager” (GOLDSCHMIED; JACKSON, 2006, p. 115). Thus, I justify the choice of this subject because the baby plays with his body since the womb, after birth, the game progresses to the adult body that takes care of it and as it grows new possibilities arise, as it It begins to have coordination to sit, hold and shake things and objects. Between four and six months of age, most babies begin to attend EI, which start to happen new interactions and games. In the EI , the basket of treasures is a pedagogical approach of learning of children who comes to play-based exploration and curiosity. For that matter, I bring it as a research problem learning and development in nursery children from experiences with basket of treasures proposed and developed by Elinor Goldschmied and Sonia Jackson? As research objectives seek to investigate the possible contributions that eye contact, physical contact and permission of this practice brings or can bring to the motor development, cognitive and affective babies. Also through the basket of treasures with unstructured objects, fruits, vegetables and spices are also provided moments of interaction with different objects and materials, providing different sensations of touch, smell and taste. In addition to discussing the importance of a safe and rich environment challenges, from the needs of babies, where the production of knowledge can be made in a way that makes sense to the child because the baby is curious to discover the world, just give conditions to find out. From the curriculum guidelines, we tried to understand the great challenge for early childhood education, especially for young children, is figuring out how to be a teacher without giving class. How to keep the visual and auditory field of the child, holding her emotionally with his presence, but without interrupting or intervene on her experiences.