Resumo

SOUTO, Debora Luppi  e  SAITO, Heloisa Toshie Irie. Reflections about the movement in Early Childhood Education the of pedagogical work. Rev. Diálogo Educ. [online]. 2022, vol.22, n.72, pp.247-267.  Epub 19-Set-2022. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.22.072.ds11.

The movement is a fundamental aspect to be worked with children between zero and three years old, because through it the little ones explore the objects, their body and the other and express themselves in a way to communicate with the subjects in their surroundings. We arrived at this understanding based on our studies that took place in the undergraduate course in Pedagogy, in the master’s degree and in our work with children, factors that boosted the research on that topic. We argue that when it is worked in a qualitative way in the pedagogical actions of Early Childhood Education, the movement allows the little ones to establish positive social relationships, appropriating human culture in order to develop physical, affective and cognitive aspects. Having such an understanding, we aim in this article to bring a snapshot of the research carried out in the master’s degree in order to reflect on the importance of working with the movement in the daycare center, defending a qualitative pedagogical action with the children. For this, we bring some aspects focused on the development of the human movement and some possibilities of qualitative work with the movement in early childhood education, based on the assumptions of historical-cultural theory. We conclude that it is important in the educational area, mainly in early childhood education, to reflect on the movement and an organized action that contemplates it, because, through it, children explore the world around them and establish important social relationships which contribute to an integral training.

Palavras-chave : Daycare; Body movement; Pedagogical practices; Historical-cultural theory.

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