Jogos e brincadeiras no processo de ensino e aprendizagem de matemática na educação infantil

Abstract

Childhood is marked by discovery and exploration, in which play and games should be part of the development of learning, making the experience more humanized and allowing children to learn naturally, respecting their surroundings. Through play, children learn to cope with everyday routines, creating everyday situations, developing autonomy and imagination, and exploring their imagination. This Final Project aimed to discuss the possibilities and limitations of certain games and activities in Early Childhood Education. To this end, qualitative research was conducted using interviews, observation, and a field diary to reflect on activities developed with children aged 1 to 4 at a private school in Juiz de Fora. Data analysis showed that games, when used consciously and planned, are effective tools for teaching mathematics in Early Childhood Education. Therefore, the teacher plays the role of mediator and attentive observer, capable of transforming playful moments into opportunities for meaningful learning. This ensures a mathematical education that respects childhood, stimulates integral development and promotes learning in a pleasurable and lasting way.