PRACTICES THAT STIMULATE THE NEURODEVELOPMENT AND LEARNING OF CHILDREN IN EARLY CHILDHOOD EDUCATION CENTRES OF DOURADOS – MATO GROSSO DO SUL

JULYANA ALVES TEIXEIRA BORGE S, MARGARETH SOARES DALLA GIACOMASSA

Resumo


Introduction: This work was carried out with children 2-4 years in a kindergarten center of Dourados/ MS,
with a total of 30 children from March to August 2015. The child is constantly development, starting in
uterine life and involves various issues ranging from physical growth to neurological behavioral, cognitive,
social and emotional maturity. Resulting in a competent child to answer their needs considering their life
context. Inter-related with food, hygiene, housing and general care of the child, as well as family, social
contextual dynamics in school relational bonds which it is inserted. In this way the act of play is the
scenario for sensorimotor trial, opportunity to test in practice the cognitive skills of interaction and
relational answers with other children and adults, offers the opportunity to learn to live with the rules of
society, test the capabilities, limits and test social life. The play is a complete activity, which provides a
means by which children develop cognitive, social, communication skills, self-care, problems solution and
sensorimotor functions. Objectives: To encourage the improvement of knowledge in the children's
learning process in the center of early childhood education. Material and Methods: Educational activities
that stimulated cognitive development exemplifying have been conducted: coloring drawings to improve
and develop the notion of space, drawings with purpose to interrelate like figures, memory game, fun
games with simple mathematical operations, using small pasta to model for coordination fine motor,
paints with gouache and crayon. Results: The children were participatory in the activities with various
themes. Checking the progress of learning and cognitive functions every new activity and changes in
interpersonal relationships, observed directly through evaluation processes in school performance, being
factor for the assessment of cognition neurodevelopment. Discussion and Conclusion: The teacher needs
to be aware when planning activities especially with child neurodevelopment enhancing skills,
competencies and assisting the particular difficulties of each student.


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