O movimento na educação infantil : a especificidade da prática pedagógica com crianças de zero a três anos

Abstract

At birth, children establish their first social relationships, which mainly occur through movement. They learn and develop when moving, but such relationships should be qualitative and explore their maximum potential. Discussing movement in preschool is of the utmost importance, because motricity is fundamental to the development of zero to three-year-olds. We arrived at this hypothesis based on our undergraduate studies in pedagogy and on our also in the Group of Studies in Teacher Training and Pedagogical Practices in Early Childhood Education (GEFOPPEI) and in the Research Group: Educational Work and Schooling (GENTEE), in addition to experiences with small children. Thus, this study aimed to analyze the movement of zero to three-year-olds in the development of pedagogical practice, in order to verify its influence on their learning and development process. Seeking to elucidate our concerns about the theme of this work, we carried out a bibliographical study and fieldwork from a historical-cultural perspective. Our field research was developed in a CMEI in the municipality of Paiçandu- PR, where we applied a questionnaire to four teachers who worked with children from zero to three years involving the theme of the movement and analyzed their pedagogical practice. The work was divided into four sections to achieve this objective: 1) We contextualized how the hominization and humanization of humanity occurred and presented assumptions of historical-cultural theory to base discussions about the question of the movement of small children, in which there is reference to the quality of pedagogical work to promote learning and development. 2) We explained the concepts of learning and development according to selected literature that brings movement into official documents. 3) We pointed out the methodology used, discussed the concept of movement in the development of zero to three-year-olds and characterized the spaces and the classes of the municipal preschool where we carried out our fieldwork. 4) We analyzed the ideas of professionals who work at municipal preschools and discussed how pedagogical work to contemplate movement is developed, listing some categories. In this last section, we also discussed the importance of considering educational proposals that stimulate movement in different moments of pedagogical work with zero to three-year-olds and indicate some possible propositions. We believe that daycare professionals should consider movement to be a fundamental element in work with little ones, something that should be developed daily and qualitatively at preschools, enabling the little ones to fully develop. A qualitatively developed study on movement will determine the development of all superior functions of the subject, complexly exploring all its potential