THE CONTRIBUTION OF PLAY IN THE 1ST YEAR OF ELEMENTARY EDUCATION EARLY YEARS

Abstract

The present research aimed to investigate the contributions of playfulness in the 1st year of elementary school. Thus, it represents an input in the teaching-learning process, assessing the literacy teacher's understanding of the potential of playfulness in the child's literacy process. This work is based on Oliveira (2010, p.32), which prompts us to reflect on playfulness, where the child constructs and deconstructs, making learning lighter. The research approach is qualitative and descriptive, conducted in two schools: one private (EP) and one public (EM) in the municipality of Escada, located in the forest zone of the state of Pernambuco. The research subjects were two teachers referred to as P1 and P2. Both private and public schools are located in the city center, catering to a target audience with less favorable economic conditions. The municipal school serves a diverse audience. During the research, the importance of playfulness as a theme and the contributions of playfulness in the 1st year of elementary school were observed. The objectives were to confirm the obtained responses. This hypothesis was confirmed by the reports of all teachers, who recognized the importance of building playfulness in the systematic development and updating of playful tools.