PEDAGOGICAL PARTICIPATION IN THE PLAY OF A GROUP OF CHILDREN: WHAT TO REVEAL THE PRACTICES TEACHERS IN THE CONTEXT OF EARLY CHILDHOOD EDUCATION?

This article discusses the pedagogical participation in the context of play in the early childhood education. The text shows forms of interaction and intervention in children's play. Collaborated 14 children with a mean age of 3 years and their teacher of the class in a municipal school in kindergarten, of the state of Sao Paulo. We used participant observation record in field diaries. The results revealed that the modes of pedagogical participation of professor transited between the observation of children playing, interventions especially in conflict situations and play with them. In many forms of participation, as interactions, actions toys loans among children, cooperation, sharing, enriching the possibilities of children's learning in play, there were also times when this participation limited educational opportunities of children. The pedagogical participation in children's play allows the teacher approaches even more children to get to know more deeply their interests, needs, knowledge and cultures. The teacher interaction at the play is essential for the achievement of pedagogical practices more sensitive in kindergarten and focused on learning and human development of children.