Analysis of playful space and playrooms present in Brazilian municipal early childhood education centers
Playful activities in early childhood education is relevant, since it is one of the languages that the child uses to construct the reality. In this context, school playrooms appear, offering several possibilities of toys and games that can promote the enrichment of playful actions and articulate the...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Estadual Paulista (UNESP) |
| Repositorio: | EDUCAÇÃO: Teoria e Prática |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.rc.biblioteca.unesp.br:article/14952 |
| Acceso en línea: | https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/14952 |
| Access Level: | acceso abierto |
| Palabra clave: | Educação Infantil. Brincar. Brinquedotecas. Espaço Lúdico. Ensino Child Education. Play. Playroom. Playful Space. Teaching. Educación Infantil. Jugar. Ludotecas. Espacio Lúdico. Enseñanza. |
| Sumario: | Playful activities in early childhood education is relevant, since it is one of the languages that the child uses to construct the reality. In this context, school playrooms appear, offering several possibilities of toys and games that can promote the enrichment of playful actions and articulate the school’s political-pedagogical proposal and the teacher’s practices. The objective was to analyze the playrooms present in Brazilian Centros Municipais de Educação Infantil (CMEIs). 246 academics from the Distance Education Pedagogy course from different regions of the country participated in the research. Participants went to one (or more) CMEI in their respective city and, based on the observation made in that context, they answered two questionnaires that were available online. The data analysis was organized in two axes: a) characterization of CMEI; and b) playful spaces, playrooms and pedagogical practice in the CMEIs. The results indicated that many CMEIs have playrooms or play spaces. However, they are mostly used to cover gaps in the school routine, which allows reflections on teacher training in early childhood education. |
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