THE USE OF GAMES AND GAMES IN THE PROCESS OF LITERACY AND LITERACY IN EARLY CHILDHOOD EDUCATION

The contribution of games and games in early childhood education in the teaching and learning process provides the child with motor, cognitive, affective, social and language development from the insertion of playful activities in educational environments. The main objective of this research is to analyze the importance of games and games in the process of literacy and literacy and their contributions in the perception of teachers. The justification is based on the theoretical framework of the Law of Guidelines and Bases (LDB, 1996), having as main authors Soares (2003), Todero (2017), Almeida (2017) and Maluf (2012), who discuss the games and games in the educational environment, more specifically in early childhood education. The methodology applied to the research is a qualitative approach, and it is a descriptive and exploratory study. A field research was carried out with a questionnaire with open questions with 8 teachers of kindergarten in a public school. The results and discussions reveal that games and playfulness for children, in the view of those surveyed, are important pedagogical tools in their teaching practices and necessary in the literacy and literacy process. Thus, it can be considered that children need recreational activities, and that if included and developed along with pedagogical practices, it will provide students with meaningful learning.