Brincar: qual o sentido para o desenvolvimento integral da criança?

Abstract

This work had as objective to inquire if the teachers understand the true sense of the play. To refer theoretically to the research, authors were used to discuss the contextualization of play as a strategy for child development, play and the establishment of bonds and the importance of playing in school planning. Among the authors are Piaget (1968), Krmaer (1982), Carvalho (2002), Vygotsky (2007), Proetti (2006), Redin (2007), Friedmann (2012), Borba. In relation to the methodological procedures, this research was qualitative, of the field research type with a descriptive character. Among the results and the discussion it is concluded that it is up to the teacher to stimulate his students through the play methods so that they have an effective and enjoyable learning, being necessary the abandonment of the traditional stagnation of the pedagogical instruments so that a better and more dynamic one is formed, school environment.