Recursos para la planificación y la formación de profesores de educación infantil acerca del movimiento del niño como lenguaje

Abstract

In order to contribute to the comprehension that young child’s movement constitutes one of the languages of childhood, we present a study that will provide teachers responsible for early childhood education educational guidelines and learning resources for planning practices of movement that allow the child to know his/her body, master it and thus use their movements as a communication and expression tool. For this, we use the theoretical assumptions and experiences of a pedagogical proposal that has been developed since 2008 in the Municipal Early Childhood Education Centers and in the early childhood education classes in public schools in Curitiba, city located in the southern part of Brazil. This proposal has as pedagogical principle the play and organizes the teaching practices in three areas: autonomy and body identity, socialization and broadening of knowledge of children’s body practices. In this sense, this pedagogical proposal guides the selection of toys that nurture the movement of the child’s body, the organization of space and movement plays and also resources that will contribute to planning and education of teachers who work with early childhood education.