PLAYFULNESS AS A METHODOLOGICAL ASSUMPTION IN THE TEACHING- LEARN-ING PROCESS

Abstract

This course conclusion work intends to offer subsidies for a better understanding of the training process in relation to play in the classroom as an integral part of each child's life. The ludic is essential to the physical, emotional and intellectual health of the human being. Playing is serious business, because in play, the child balances himself, recycles his emotions and satisfies his need to know and claim reality. The methodology used for the construction of this scientific article was qualitative, having as a method, the participative research and, as instruments of data collection, participant observations, a questionnaire with the regent teacher of the class and a field diary, where notes were taken. on observations in the school context. According to the data obtained and the recording of the observations of the work developed in this group of students, it was possible to verify that games and games have an important role for the development and learning of children. Games and games symbolize the most diverse day-to-day experiences, achieving positive advances in the way of relating to others and to oneself. Therefore, through playful activities, students learn in a pleasant and spontaneous way, sharpening their creativity, thus providing the development of their affective, cognitive and social capacities, which will favor their integral development in this period of childhood.