THE ORGANIZATION OF SPACE IN EARLY EARLY EDUCATION AND PEDAGOGICAL PRACTICE FOR BABIES AND VERY YOUNG CHILDREN: A STIMULUS TO CHILD DEVELOPMENT

• DOI: https://doi.org/10.22533/at.ed.558452406023

• Palavras-chave: Child education; Innovative Pedagogical Practices; SDGs.

• Keywords: Child education; Innovative Pedagogical Practices; SDGs.

• Abstract:

  The organization of pedagogical practice with or without educational technologies, in Early Childhood Education, covers different dimensions and presents peculiarities in relation to the other educational stages, leading to a curricular experience in which the curriculum is understood as a living process, in constant movement, constituting itself as a way of materializing innovative pedagogical practice. Aiming to raise children's awareness of the Sustainable Development Goals (SDGs), enabling them to exercise their perceptual, imaginative or fantasy potential, in addition to exploring the possibilities of body movement; to express ideas and feelings; stimulate the expansion of symbolic representation; pay attention to the other person’s speech; develop fundamental movement skills, nursery rhymes, visual stimuli and auditory stimuli, through challenging environments, previously organized with tatami mats, mattresses, tires, elastic bands, rope, various toys, among others. It is important to note that the role of the teacher focuses on mediating the development of recreational activities in the educational process, avoiding the excessive use of media convergence.