Interações e brincadeiras: o desenvolvimento integral das crianças através dos eixos estruturantes da Educação Infantil em uma creche municipal de Água Branca – AL

Abstract

This study aimed to understand the perceptions of early childhood educators on the development of interactions and games in pedagogical practices with children in a municipal daycare center in Água Branca - AL. Thus, the research question that generated the analyzes is found in the following question: What is the contribution of interactions and games for the integral development of children in the daycare center and, what is the role of the educator in this process? In order to understand this triad, we tried to go through the history of Early Childhood Education in order to find out how this right happened in legislation. Through the specific theoretical framework, we appropriate the study questions that deal with the importance of the structuring axes aiming at the integral development of children. Pursuing our objective, in order to understand the theme in a broad way, we conducted a qualitative documentary research, with the adoption of two (2) methodological instruments, these being: a) analysis of the supervised internship report in Early Childhood Education, reporting our experiences with children of three (3) years, which was carried out in 2019 and, b) application of a questionnaire with three (3) educators from a municipal day care center in Água Branca - AL, aiming to analyze how they understand and work these axes with the children. Through the analysis of the information present in our report and collected through the questionnaire, it was possible to verify that the structuring axes have a significant presence in the daily practices of the researched group. Thus, thinking about interactions and games is also thinking about the different experiences that children can build in their relationship with the environment, which, through communication, expresses different perceptions and learnings of themselves, the other and the world. Understanding the child as a complete, indivisible and singular being is an essential condition when we think of work aimed at its integral development, however, this is a construction that must be considered in the curriculum and planning processes of educators who work in daycare centers and pre-schools. schools.