Playing in the Early Childhood Education: Conceptions and Educational Intentionality of the Early Childhood Teachers

Abstract

This article represents an academic path that culminated with an investigative component, which deals with the theme of play in early childhood education, taking into account the early childhood teacher' pedagogical role and research on the relevance of playi in children's development and learning. For the study of the problem referred to above, a questionnaire survey was carried out on 90 childhood educators in different phases of their careers and with professional experience, in crèche or kindergarten, in order to know the early childhood teachers’ conceptions about play. For data analisis we used webQDA software.The discussion of the results focused on the early teachers’ conceptions about play, on the relation between play and learning, on the role of play in the curriculum and on the relation between play and learning in the teachers´evaluation. Participants in the research claim that play is extremely important in the daily lives of children, both in planning and in the process, development and implementation of the planned. Although they do not participate very often in the children's games, they plan the moments of free activities for example, preparing the space. The evaluation is also a point referred to as quite pertinent in the play, and can make evident the development of children's skills. Assessment is also a relevant point in play, and can make evident the development of children's skills. We believe that assessment is important to verify the child's involvement and well-being during play.