Playing and Psychomotor Development: A Bibliographical Study on Teaching through Play

Abstract

The present study, discusses the importance of games and play as tools where children learn while having fun in the teaching-learning process, as well as promoting the development of reading and writing through play, in addition to playing games in order to awaken interest in the teaching-learning process. The starting point for this article is the intensification of playful activities in teaching and their contributions, opening gaps for the development of the habit of reading and writing. The theoretical bases are based on the importance of playing in learning content, the development of reading through play and the competence of games through reading and writing. This is due to a very alarming problem, present in the process of transition from early childhood education to elementary school, transferring the child to a reality of reading and writing. Where games were seen as synonymous with mess and disorder in the classroom. The methodology used to carry out the research has a qualitative character, following bibliographical research resulting from academic guidelines and studies on the subject. The results indicate that the art of teaching through play is an action that few educators and knowledge mediators are able to perform, since playing is part of a child's nature. The study states that when playing is brought into the classroom, students are able to develop and learn more about themselves, their bodies and motor functions, as well as about the environment that surrounds them.