| Summary: | Play is our brain's favorite way of learning (Ackerman, 1999). The child when playing, is totally involved in the action, as such, we can emphasize that the playful activity has effects on the integral development of the child (Sarmento & Fão, 2005). However, in the literature, some investigations give importance and the influence of playing in the child's development and justify that playing is fundamental for the formation of the child's character and personality. Thus, playing is deeply linked to learning, especially in the first years of life, and it is through toys and games that children discover their role in the world. Play brings social, affective and cognitive advantages to the child's development and it is through play that children grow up, discover the world and, at the same time, reveal themselves. In this sense, this research aims to know the perspectives of different educators and the practices associated with the importance of playing in learning, particularly in mathematics. This investigation presents an interpretive paradigm (Denzin, 2002) and a case study design (Merriam, 1988, cited by Bodgan & Biklen, 1994). The participants were four kindergarten teachers with different academic and professional experience. As instruments of data collection we used the logbook, the semi-structured interview, and documentary collection. The results show that the participants' perspectives are positive when it comes to playing, and argue that playing is fundamental for the child's development, as well as in the learning of mathematics. |
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