December 7, 2017
Kindergarten is a term created by the German Friedrich Froebel (1782-1852), who was one of the first educators to be concerned with the education of children. In an attempt to create a singular space for a special kind of education to be realized for some time he thought of a word that could explain this space, called by him Kindergarten, Guava, or “Kindergarten” in Portuguese. The idea of creating a “kindergarten” assumes that children should be cultivated and cared for just as gardeners participate in the process of plant development.
Relationships in Early Childhood Education
It is necessary to look more closely at relationships in early childhood education, since we can observe the interactivity, the playfulness, and the transposition of the imaginary to the real (Fantasia do real).
Interactivity shows the world of the child is much more heterogeneous, because it is in contact with several different realities, from which it apprehends values and strategies that contribute to the formation of its personal and social identity. These constructions that the child is carrying out is from the contact with the family and with the colleagues, it is in the space that it shares with the other that it is discovering itself and organizing the way of thinking and acting. The coexistence with the other causes her to perform activities and routines, allows to represent everyday fantasies and scenes, which act as therapies to deal with negative experiences, the sharing of times, actions, representations and emotions is necessary for a more perfect understanding of the world and is part of the growth process.
As children grow up, they leave their legacy in the form of jokes that they practice with the younger ones or that they observe and reproduce.
Lucidade is a fundamental feature of children’s cultures. If play culture is central to the very idea of childhood, for centuries, it is important to consider the importance that this aspect has on the market of cultural products for children. With the effect, traditional toys are falling into disuse, replacing them with industrialized toys, which end up depriving the children of a better interaction with each other, a creation and imagination about the joke, and so ends up becoming something that uniforms and shaping the children.
The fantasy of the Real, this is the world makes believe, in this space is where the child expresses his vision of the world and the attribution of meaning to things, being the transposition of the real and immediately the creative reconstruction by the imaginary. Where she plays creating a story with situations, places, characters and events that happen in her daily life.
Children who have the opportunity to enter kindergarten have their horizons enlarged, being able to acquit more meanings of the world, a greater interaction with the other and opportunity of creation and space for the imagination to surface. The area of development, knowledge and autonomy is broadened.