PLAYFULNESS AS A RESOURCE FOR DEVELOPMENT IN SCHOOL YARDS

Abstract

For a long time playing in schools remained absent, since there was no pedagogical proposal that incorporated playfulness as one of the main perspectives of child labor. Starting from this reality of schools, the present work seeks to explain the inexistence of spaces that could be used by students to practice and develop playful activities of a favorable nature to learning. These factors lead us to think about the practices of teachers who for a long time believed that such problems at school were due to poorly designed activities, which did not provide opportunities for children to play and develop their cognitive skills. Today, this reality has changed, not so significantly, but in a way that early childhood professionals are already giving due value to play. Little by little, teachers are seeking knowledge and filling themselves with experiences to elucidate play and handle it in order to contribute to the construction of the child's learning. Therefore, we need to pay attention to the need to see the playground space in a more playful way. In this sense, we should seek meaningful practices and activities to fill these moments so that they can be enjoyed by children.