As interações e as brincadeiras na educação infantil: um estudo sobre o desenvolvimento da imaginação na idade pré-escolar

Abstract

In the context of Early Childhood Education, it is important to talk about the interactions and games that are offered to children that expand their knowledge of the world. Some actions can be planned to visit spaces such as museums, zoos, train stations, cinema, theater, among others. So that the social world is experienced by children, expanding their plots to play social roles.  The adult also plays a role in organizing time, space and materials to ensure the activity of social role play in the school environment and also in observing and recording children's actions during play. This study is anchored in Historical-Cultural Psychology, which considers that a child's development occurs through interactions and social games that support the child's psychic development, especially the imagination. The objective of this study was to investigate the development of Higher Psychic Functions - specifically imagination - during preschool age, through pretend play in the context of Early Childhood Education. As methodological aspects, qualitative bibliographical research was carried out. The purpose of the bibliographical research is to identify in the available literature the contributions on the topic of the development of the higher psychic function of imagination. As final considerations, a convergence can be identified in agreeing that higher psychic functions develop in the social mediation of the relationships that the child establishes with others and with the world that surrounds them from moments of pretend play in the context of Early Childhood Education.