O brincar heurístico e suas contribuições na creche

Abstract

The present work of conclusion of course had as intention to investigate the participation of children of Infantile Education, in the age group from zero to three years, in sessions that presented the Play Heuristic in educational practices of the institution that they attend full time. In this sense, addressing the theme “The importance of heuristic play for the development of children in Early Childhood Education”. Based on this reality, the problem of this investigation emerges: How does heuristic play in Early Childhood Education influence the development of children from zero to three years old? In this context intertwined with the problem, we defined the general objective, in identifying and analyzing the contributions of pedagogical work in Early Childhood Education with heuristic play as a promoter of child development. To achieve this objective, the methodology was framed in some lines, within them, the bibliographic study and field research. To theoretically support the concepts of Heuristic Play in everyday actions with very young children, through the analysis of episodes of pedagogical practices, authors who reflected on these issues were used, such as: Kishimoto (2010), Kalló and Balog (2017), Barobosa and Richter (2015), Goldschimied and Jackson (2009), Fochi (2016), Araújo (2018), in addition to documents such as the National Curricular Common Base and the Curriculum Guidelines for Early Childhood Education. The results indicated were to clarify ways to enhance the spontaneous proposals of very young children, from the approaches described, and, when analyzing all the situations experienced since the beginning when I decided to put into practice the heuristic play sessions, it is possible to reflect about some elements that must be considered in order to guarantee a quality experience. Thus, children expand their social and cognitive knowledge and become protagonists in their actions, through the approach of heuristic play.