A LEARNING AND PLAYFULNESS AT CHILD EDUCATION

: O work in closure of course he has as theme A Learning It is The Playfulness in Early Childhood Education considering that in early childhood education the teacher have to be present, stimulating their students so that they can learn from manner soft, through in games It is pranks pedagogical what help at motor coordination of the child, in addition to stimulating the cognitive sense and thus a better performance in the classroom so that in the future the child does not suffer from literacy. The pedagogical teacher who works with the teaching methodology through playfulness, can contribute to the rest of life, to the school future of the life of the child, being a learning experience for life. With that, the importance of this work is to cooperate to help teachers of Early Childhood Education, through the play methodology, can transmit to their students the wisdom through pleasure of educate and teach that your children can learn and be adults with skills important for your personal formation.


INTRODUCTION
Childhood is a fundamental period for human development. It is there, through the relationship with other people, that the subject will have contact Social. However, until approximately eight years of age, some children, most of the time, they still don't know how to deal with the abstract. Need the concrete to learn to know, to do, to live and to be, these being the four pillars of education.
Per that The need in to know The importance from the playfulness at perspective educational, for O development of teaching-learning at education. It was noticed that the use of playfulness in monitoring the child as well as the your development related to cognitive processes bring results positive in learning.
Through the ludic, it is believed that the child will feel pleasure in attending the school and mainly to learn formal knowledge and be prepared for the series subsequent.
that The need in one deepening theoretical about in what form The learning and the playfulness it happens at education. Through in pranks The child learn better, he has stimuli more fast It is yet become one child carried out for go The school, then, sit down safe in that welcoming teaching environment. The Pedagogue who works with the teaching methodology through ludicity, can contribute for the future school of life of the child, being a learning experience for life.
Playing encourages the child to interaction, providing learning situations and developing their capacity cognitive, where the student learns to act, has his curiosity stimulated and exercises his your autonomy.
This one work he had as problem guiding which you benefits what to the ludic activities such as games, games provide in teaching learning from the child education?
Having as goal general to know The importance from the playfulness at perspective educational, for O development of teaching -learning at education. And as specific objectives: Point out the influence of ludicity as resource in teaching for The learning significant from the child; Explain O purpose of ludicity and the benefits offered to the child in the short term and its effects effective; To demonstrate The importance from the playfulness in the areas from the education childish.
This study was based on a bibliographic survey carried out through study, internet site consultations, scientific articles in journals for get get together all to the information what verse about O theme, until The your emphasizing in its conceptions and theories the most varied discussions, treating from the importance It is needs from the playfulness at construction from the learning in early childhood education. Knowing that the methodology is an action that outlines as point preponderant for elaboration, execution, if became fundamental, relying on ideas from the authors Vygotsky (2011), Piaget (2001), Henry Wallon(1988), Negrini(1988), comparing the theories, which strengthens the activities activities as fundamental actions in order to facilitate the construction of knowledge, providing dynamic, attractive, interesting, fun and meaningful classes, in all areas of knowledge.

PLAYFULNESS AS ONE OF THE CHALLENGES AT THE PROCESS IN TO TEACH
The difficulties encountered by children in early childhood education have been focus of many discussions between researchers and teachers today. And the cognitive psychology that explains the processes of cognitive development and learning. Among many educators and researchers of the 20th century, who had as focus in study This one theme It is centered your researches in the questions from the intelligence and learning, we highlight and focus on: Jean Piaget(2001),Lev Vygotsky(2011) and henry wallon (1988. Among the concepts that became very present in Brazilian education and, consequently, in the pedagogical changes that are taking place in schools and in the classrooms, in the positioning of teachers in view of the new educational requirements and demands and the new Law of Guidelines and Bases, in force from December 1996, whose guidelines are based on the constructivist theory of jean Piaget (1986) and the partner interactionist of Lev VYGOTSKY(1988).
Although none of these theorists intended to elaborate a methodology itself, left incalculable contributions to Education. Like this as O process educational no it happens in form isolated It is dislocated from the social and cultural conjuncture: "All theory is constructed in a cultural setting, never per one theoretical individual. A theory It is product in studies in educators committed to their work, reflections and experiences". 1999, P. 16).
This scientist discovered that learning is a gradual process in which child is trained to more and more complex levels of knowledge, following a logical sequence of thought. In his studies, Piaget (1999) started from a biological theory about the construction of human knowledge, that is, of genetic epistemology. It starts from the assumption that the ability to learn is linked to the biological development of the human being, which is often determinant.
It is in the sensory-motor stage that the child's development begins. phase, O knowledge if from the for the contact physicist from the child with O object. Hence The importance of teacher to make available to the student many It is varied materials didactic concrete for handling, so much oriented as spontaneous, of student.
In this handling, the same will be making important connections by itself and by the observation of connections established by colleagues. In the second stage -the pre-operative period that Piaget (1988) considers to be from 02 years to 07 years -children enter in touch with the knowledge produced by the people around her through activities in representations as O game symbolic, O design It is The language.
It is at this moment that the proposition of diversified, creative and challenging for children fundamental importance because: The ludic (game, joke) It is The feature fundamental of to be human. A child he must play, your development It depends in big part of playful.Need to play to grow, you need the game as a way to balance with the world. nothing a child needs to know that cannot be taught through play. thing is not possible to be turned into a game (problem, challenge), certainly not will be useful for the child at that moment. Piaget (1988) understands interest as a prolongation of needs, the relationship between the goal and a need. Like this being, O interest directs The action adaptive of subject what Visa The satisfaction of a need.
With the development of intuitive thinking, interests multiply It is if differentiate.
AND one regulator of dynamism energetic from the action, then your intervention mobilizes the internal reserves of energy, so much so, it is enough that one interesting work to look easy and to reduce fatigue. That's why O performance of children at the work school It is good better when take in tells your interests and when they correspond to your needs. need to be attentive to the needs of the child and to obtain this it is important develop and nurture an accurate and consistent diagnosis of children with the which it is developing your activities pedagogical It is to the same time professionals.
For Vygotsky (1988, p.26), the sense of synthesis is linked to the emergence of something new for The psychology, something what integrate, in same perspective, O man as body and mind; as a biological and social being; as a member of the human species and participant in a historical process. For Vygotsky (1988), the generalizing thinking function that makes language an instrument of thought. is the language which provides the concepts and forms of organization of real what constitute The mediation in between the subject and O goal in knowledge. Man constructs his system of meanings through relations with the physical and social world throughout the history of human groups, therefore the process in literacy start outside from the school, at the group familiar. VYGOTSKY(1988,26): Moth a parallel in between the toy It is The school instruction. Says both create a "zone of proximal development", and that in both contexts, The child elaborate skills It is knowledge socially available that will pass to internalize (VYGOTSKY, 1988, p.26).
During play all aspects of the child's life become game themes, and, therefore, at school, both the content to be taught and the paper of adult especially trained for teach, must be carefully planned to meet the real needs of the child. Generalizations and concepts they are considered per Vygotsky (1988, p.30) acts in thought, It is, therefore, meaning can be seen as a phenomenon of thought. school and to teacher fit to the ordinations systematized of this process.
According to research Vygotsky (1988, p.29) did not formulate a structured conception of human development that would make it possible to interpret the psychological construction of the individual from birth to adulthood. However, it offers numerous research data and reflections on various aspects of development inside in one approach genetics. However, The respect of ludic, negrine (1988, p.59) comments that for Vygotsky: Seriousness in play, for a three-year-old, means playing without separate the imaginary situation from the real one. On the contrary, for a child of school age, the game becomes a form of activity much more than athletic type and therefore plays a very specific role in his development (NEGRINE 1988, p.59). in this vision , fits to the educator O paper in intervenor, challenger, mediator and provoking situations that lead students to learn to learn. For the teacher, this is one of the biggest challenges, considering that higher education courses, yet they are structured with

base in others assumption theorists what no guarantee O development in skills what ensure
The understanding It is mastery of this process. The didactic work must, therefore, provide for the construction of the knowledge by the student. Learning is, in a way, discovering with your own instruments in thoughts knowledge institutionalized socially. A learning no occurs just in moments determined, all to the opportunities what They emerge must be taken advantage of.
The ludic is, therefore, a constructive part of the learning process of the children and occupies a good part of the institution's space and time, as stated by Vygotsky(1988):Through of toy The child learn The Act in ball cognitive that depends on internal motivations. It is in this preschool phase that a differentiation between the fields of meaning and vision. formerly determined by external objects, it is now governed by ideas.
A child uses materials for represent a reality absent.
In these cases she may be able to imagine, abstract the characteristics of real objects and focus on the meaning of the game. The child begins to create one situation illusory It is imaginary as form in to satisfy your wishes achievable. to play drives, therefore, concepts It is Law Suit in development. You studies in Piaget (1988) It is Vygotsky(1988,p.96): When they play, children operate with meanings and signifiers such as substitute objects. In a toy or game, an action replaces another action and a object replaces other object, other be.play It is also reason, discover, persist and persevere, learn to learn, realizing that there are new possibilities to win, strive, be patient not giving up easily. Vygotsky(1989, p.96) states that, just as the child represents a horse with a rope broom, writing also becomes a kind of substitute object for the child. each turn what The child go if inserting in that universe in representations, O toy, O game symbolic It is O design pass The to be one need. Draw and play should be preparatory stages to language development writing of children. This is how the child penetrates the spaces of literacy, from the preoperative stage two to seven years, interacting with writing as a game that he has rules It is, as rules, contains also O imaginary. O game in the your presentations (with It is without rules, traditional, folk, logical-mathematical, symbolic, collective, of overcoming, of concentration...), is a rich instrument and must be provided in the child's daily life. In social interactions, the child needs of writing and language necessary in the game of interlocutions that are established at life It is at the school space.
Therefore, The importance in if opportunize to the children moments in jokes, oriented It is spontaneous It is immeasurable for the wealth in buildings of cognitive, affective and psychosocial aspects that are developed by itself It is at interaction with you colleagues under The mediation or no from the teacher. To the we relate you studies in Vygotsky (2001) It is Piaget (1988), we consider The issue of ludicity in early childhood education as indisputable. Therefore, it is important what to the activities playful invade to the practices teachers in the rooms in classroom, enjoying all you moments for propitiate to the students O access to the development It is to the knowledge, why to read It is to write they are actions mental arising from the function symbolic.

ELATIONSHIP OF LUDIC WITH O WORLD CHILDREN
Whether we like it or not, it's part of childhood life. So, how do you define playfulness? According to the Aurélio dictionary, the term ludic means "adjective related to games, games and entertainment". In the past, the joke was considered, almost always, as a distraction. The dominant concept that stuck in the 19th century no it could to give O smaller value that one what he had your origin at child. Only after Rousseau and Romanticism, that the image of the child started to have a vision positive to their spontaneous activities. Today, in the educational environment, mainly, that of early childhood education this concept has already been demystified giving rise to a proposal consistent pedagogy enabling the child to build his/her process of learning in a lighter way and that goes to meet the interests and the world of the students what attend The school in this range age or level in teaching. agreement with Maluf(1990,p.36): Play is some form of entertainment typical of children, that is, a activity mental Natural from the child, what no implies in commitment, planning or seriousness It is envelops". child it is directly related with O ludic (MALUF, 1990, p.36).
Education professionals, especially literacy teachers, need to have present that play, both spontaneous and didactically oriented to certain goal, is part of the child's world. Let the child play and provide moments in joke It is one of shapes more wholesome in to allow the manifestation of the conception of the world, society, family, relationships of power,  To the pranks, lots of times, develop very more quickly O logical reasoning, the cultured vocabulary, the principles of defense of the environment, the respect own It is to the too much, The self regulation in your attitudes It is self knowledge. That it is through play that the child imagines, interacts, overcomes conflicts, socializes and builds new knowledge -an activity of great importance for the human being. Therefore, school success must reconcile the goals of teacher with you wishes of student, or it is, to teach no just contents, but ability.
Reflecting that the child's relationship with the ludic is so present and important how much the relationship between the process and the ludic should be. Well, it is from this interaction that creative classes, motivating ludic activities and planning with clear objectives and according to the development of the child and not according to a program plastered and imposed by the world of adults without considering the world childish. In a changing world, of which one of the main drivers seems to be the innovation so much Social as economical, he must to be given importance Special The imagination and creativity; clear manifestations of human freedom, they can to be endangered per certain standardization of the behaviors individual.
O century XXI needs in talents It is in personalities, more yet in exceptional people, equally essential in any civilization. It suits, therefore offer children and young people every possible opportunity for discovery and aesthetic, artistic, sporting, scientific, cultural and social experimentation, which complete the attractive presentation of what, in these domains, they were able to to create to the generations what you preceded or your contemporary. way in if to do education it is not so easy to be adopted at practice.
postures, values It is instruments very important for one citizen independent and positioned. Since the child is an active subject, he also needs to of an active teaching-learning process. For this, the teacher needs to also rescue your feeling ludic. get involved It is meet A child what jokes, lives really The your infancy, he has very more possibilities in if become one adult very more balanced physical It is emotionally, will bear better to the pressures of responsibilities adults and will have greater creativity and balance to solve problems that you arise ( BROUGERE, 2009, p.26).
Read Boulch (2004, p.8) in his book "Education through movement" considers that: the preparation for a richer leisure is a pedagogical question or, in a broader sense, of formation, and not of minor ones. the technological civilization demands that by assuming the noble function of educating the citizen in the fullness of the term, the school is at all levels concerned with preparing you not only for the work, but also and each time more to the leisure.
Both Piaget (2001) and Wallon (1988), Vygotsky (2002) and others, attributed to the to play from the child one paper decisive at evolution of the Law Suit in human development, such as maturation and learning, although with approaches many different.
"Playing is a creative playful activity. In the toy, the fantasy". In that sense one of the articles from the Magazine in center in Education (UFSM, 2006) points out that "it will only be possible to teach and learn with pleasure when we understand children more". This is a very strong call that should be absorbed not only by educators, but mainly by agencies instructors of Degree Courses, as in most curricular matrices of these courses, The playfulness yet occupies one second flat no totally forgotten.
Another important aspect in the school routine and in the pedagogical practice is to have conscience what O world of adult It is different of world childish. We have The responsibility in coordinate O process in acquisition in knowledge in form systematized, but we need to be careful not to privilege our world in to the detriment from the lack of knowledge of children's world.
As a result, it can be stated that the motivation brought by the ludic to the classroom facilitates learning and reduces the existing barrier between the child and the school.Facilitating the development of creativity and encouraging learning by pleasure, not obligation, the educator will be transforming the school environment into a source of joy and knowledge. We also emphasize that the richer the the school environment that is offered to the child so much more creative, independent and altruistic he it will be, then O process in acquisition and/or appropriation from the learning safely can turn you into a participatory and committed adult with a society where include to all.
Of this form It is convenient highlight what: The child who goes through this process reporting what he lived and what he felt, talking It is writing experiences what do part of your daily, will probably more easily perceive the social function of writing and will play with this combination in a natural and non-traumatic way as it is characterized per many adults what no lived O process in literacy in this way. Psychopedagogy online, article: School material (GENTE, 2014, p.65).
In view of this, a good relationship with the teacher is fundamental. importance at this stage. The teacher is a reference to child and she realizes when he wants her well or not.
And the educator needs to understand that his role is to of being a bridge between the child and knowledge and for that a relationship of trust, of affection and respect are essential. So why don't we get closer the school reality with the childhood reality? Taking  The adult/teacher needs to assimilate and incorporate the idea that "... the magic, the enchantment will always be guiding not only the children, but all those who consider and believe that the ludic signalizes a world better, more colorful It is more human" (BROUGERE, 2009, p.26) Many ideas are similar about the importance of the ludic for the child and the their relationship with the classroom. Play develops a child's skills of form Natural, then joking Rather, they actively shape their own environment and become agents their growth process and the environmental forces they themselves help to to form. In summary, the environment and education flow from the outside world to child and the child for your world. Therefore, adapt the teaching with the child's external world, that is, making the teaching practice playful is making the world of children present in the classroom.
"Playfulness and learning do not can be considered as actions with different goals. serves as a means of individual and collective growth, helping the educator. It is also worth noting that for really to happen The playfulness in the rooms in classroom It is necessary terms teachers prepared and aware of their role as educators. For this, the professionals from the education must to have access The courses trainers with bases curriculum instrumentalized by the ludic, so that, well prepared, they can Perform your paper with security It is, like this, to obtain best results.
In that sense, The playfulness he must to be one support providing one reflection to be continued about your practice It is about as it happens O development infantile, since the ludic is part of the child's life, we already know. The important thing is to know as use it is wisdom childish in pro in one process in teaching-learning with quality and efficiency. The Therefore, it can be said that the use of play in classrooms is indeed one of the Paths to school success and to the reduction of traumas at the beginning of life school. In need from the awareness of the teachers for awakening The awareness of the possibilities that ludicity can favor good be It is the growth of the potentialities of the students.