Abstract
The activities carried out with the child 0 - 2 years, as the play are vitals for the development of perceptions, movements, postures and intelligence contributing to the acquisition of psychomotor and cognitive skills. The family has played an important role in providing this tool, but today, in Brazil, the children in this age group have attended the Early Childhood Education institutions. Thus, the objective of this research was to determine the meaning given by professionals from the nursery to the activities to play of the age group 0 - 2 years. Participated a total of 128 professionals working in municipal nurseries of a medium-sized city of São Paulo. They were asked about the importance of play and toy for children 0 - 2 years and how it is offered in the nursery routine. The answers were analyzed based on qualitative data analysis technique and enhanced with concepts of thematic analysis. They were organized in themes importance of play; proposals for toys and games; organization of time, space and materials for activities to play; participation in the activities of play. The results indicate that: 1) the activity of play is considered important by the participants for both the development and the learning; 2) teachers are responsible for organizing this activity focused on educational planning; 3) they report that playing at this age is difficult, especially with the smaller, because of the nursery routine of the organization. Therefore, this work contributes to the design of the activities of play, more suitable to the needs of the public attended, aiming at the global development of the baby.
Highlights
Martins and Vieira (2009) emphasize the important relationship between family and school in this age group, because the baby is directly influenced by the relationships established between their biological condition and the environment, and the quality of the activities in which engages fundamental to its development (Vitta, 2004; Almeida & Valentini, 2010; Bonome-Pontoglio & Marturano, 2010)
While there is recognition of professional importance of playing in the age group 0 - 2 years, there is an explicit difficulty thinking in these activities, and the smaller the child, the greater the difficulty, these data found in the study by Vitta and Emmel (2004)
One of them refers to the age of the children-babies have less autonomy and independence, that is, depend on adults to be placed in a more active stance
Summary
Because socio-cultural changes that, in Brazil, led families to reorganize and women to take more and more activities outside home, children in early years attended education institutions. In Brazil, there are a lot of families considered at-risk, low socioeconomic status Factors associated with this situation, such as malnutrition, educational and social deprivation, family problems are considered crucial to the development of the child (Pilz & Schermann, 2007). Educational institutions can offer the child differentiated experiences, promoting learning skills and competencies. This change in baby’s environment for the establishment of early childhood education did the baby organize your routine based on the activities developed in the home and in the family. The play is performed freely in the intervals of care activities and toys not always suitable for age (Vitta & Emmel, 2004), but should be recognized as a right of the child to education and be integrated in this age group
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