Abstract
Starting from the understanding that laughter, joy, emotions and senses are central and legitimate in the education of children, the objective is to reflect on the teaching action in education in early childhood education in the search for new meanings and meanings for teaching, learning and child development. It is an essay in the light of the critical foundations of childhood education and of authors who dialogue with this theoretical basis. Organized into three sections, initially brings the conceptions of children and childhoods, emphasizing the role of the educational context in their formation, then highlights the relevance of children's experience based on teaching intentionality and, finally, presents educational organizers that can help to think the role of the educational institution and teaching work in the process of child humanization. We reiterate the need to organize teaching based on a commitment to valuing and offering meaningful experiences, which enhance and promote interaction, autonomy and daily learning, committed to expanding children's knowledge. Pedagogical work committed to the human development of children must include their participation, consideration of their ways of thinking and interpreting the world, as a way of welcoming and valuing the childlike being.
Published Version
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