O brincar e as tecnologias digitais na educação infantil

Abstract

The present research aimed to analyze the influence of digital technology on the play of children in Early Childhood Education. Therefore, this study was based on a qualitative, exploratory study, whose information was obtained through field research. In the same way, it served to make a brief history about how the play began to be part of the children's school context and about digital technologies, as well as their influence on the play and toys used by children today. Through the bibliographical study, a collection of information about the formation of the teachers of Child Education was also made, trying to find out if they are prepared to attend to these students, who are increasingly technologically advanced. In addition, the care that the parents must have in relation to the diverse digital technologies accessible to their children, with special focus to the television and its programming were evidenced. As far as field research is concerned, through interviews, interviews and questionnaires, professionals and parents of a kindergarten school were interviewed, this school is part of the public network, in order to obtain relevant data and opinions about reality lived by the researched school community, comparing them to the theoretical reference, accessed through the bibliography consulted. From the information acquired, we conclude that there is still a need for schools to include, in a practical and effective way, the technologies in their curricula. In addition, it has been found that a reflection on the influence of technologies on children's development is necessary, in a healthy way, to rescue the old but not less important games that excel in interpersonal contact, movement, socialization, cooperative games, among other collaborative features. This is due to the fact that play, especially in these ways, is still one of the main activities for the development of the identity and autonomy of the child as a whole.