Influência do brinquedo no desenvolvimento cognitivo da criança do 3.º a 5.º ano de vida do Jardim de infância graças de Deus

Abstract

The present study aimed to analyze the influence of toys on children's cognitive development from the 3rd to the 5th year of life at the Kindergarten Graces de Deus in the 1° de Maio neighborhood. Methodology: this is a qualitative approach, with a sample of 3 kindergarten teachers aged 3, 4 and 5 years respectively selected through intentional sampling. Data were collected through semi-structured interviews using the interview guide as an instrument and the results were analyzed based on Bardin's content analysis technique. Results: they indicate that in relation to perceptions of toys, kindergarten teachers have different perceptions, understanding them as objects to stimulate cognitive development, transmit learning and entertain the child. However, all kindergarten teachers agree that toys are important for cognitive development, and according to kindergarten teachers, toys can be used in free activities as well as guided activities in kindergarten to promote the child's cognitive development. The factors of cognitive development stand out: experience with objects and social interaction and transmission. Toys influence cognitive development because, as the child manipulates the toy, he or she builds knowledge, and through social interaction with kindergarten teachers, parents and friends, the child acquires knowledge and learning that is transmitted in different ways, which allows for continuous reflection.