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Será que o enriquecimento do local com materiais soltos propicia diversificação de comportamentos de brincar e de motricidade?
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O presente estudo surge no âmbito do Mestrado em Educação Pré-Escolar da
Escola Superior de Educação de Santarém, do Instituto Politécnico de Santarém, a partir
da experiência acumulada ao longo de três práticas pedagógicas em contextos distintos
da educação pré-escolar, e da observação da limitação de materiais disponíveis nos
espaços educativos, sobretudo no exterior. Através da investigação, procurou-se
compreender o impacto da introdução de materiais soltos (loose parts) no espaço
exterior sobre o brincar e a motricidade das crianças.
Ao longo dos diferentes estágios realizados, foi possível observar de forma
progressiva a relevância do espaço exterior e dos materiais disponibilizados para o
desenvolvimento global das crianças.
No primeiro estágio, na valência de creche, constatei a escassez de diversidade
nos brinquedos existentes e as dificuldades logísticas associadas às idas ao exterior, o
que evidenciou a necessidade de alternativas que promovessem maior estímulo. Assim,
tornou-se evidente que a introdução de materiais soltos poderia contribuir
significativamente para despertar a curiosidade e enriquecer as experiências
exploratórias dos bebés.
No segundo estágio, já em contexto de jardim de infância, tornou-se claro que
as crianças demonstravam grande interesse pelo espaço exterior e pelos materiais
naturais presentes no ambiente. A frequência com que recorriam ao brincar livre ao ar
livre revelou o potencial educativo deste espaço, permitindo aprendizagens ricas,
autónomas e significativas. A utilização de materiais soltos, tais como paus, pedras ou
galhos, confirmou-se como uma forma eficaz de fomentar a criatividade e a construção
do conhecimento através da exploração.
No terceiro e último estágio, observei que o espaço exterior funcionava como um
verdadeiro ambiente de liberdade, exploração e descoberta, onde as crianças se
envolviam ativamente com materiais diversificados e com o próprio meio. As interações
espontâneas, a exploração intensa e o contacto direto com os elementos naturais
reforçaram a importância deste ambiente no desenvolvimento integral da criança. Ficou
evidente que o brincar ao ar livre, aliado a recursos variados, potencia as competências
motoras, sociais e cognitivas.
Trata-se de um estudo quase-experimental, em que os sujeitos são controlo de
si próprios, com um nível de cegueira único, e dois momentos de recolha de dados. Na
primeira recolha, observou-se como as crianças brincavam e interagiam no espaço
exterior, com os objetos e materiais habituais. Para a segunda recolha, introduziram-se
materiais soltos, objetos afuncionais e reutilizáveis, sem uma função lúdica pré-definida.
Em ambas as condições, observou-se a interação, exploração e manipulação desses
materiais pelas crianças.
Os resultados revelaram que os materiais soltos propiciaram maior exploração e
diversidade de comportamentos lúdicos, bem como um aumento significativo das
interações sociais entre as crianças. Foi também observada maior complexidade no
brincar individual e social; com momentos de auto-organização e cooperação
espontânea. Os comportamentos de observação, frequentemente confundidos com
passividade, revelaram-se associados a ação e interação.
Este estudo reforça a importância de ambientes educativos ricos e desafiadores,
onde as crianças possam ser protagonistas do seu processo de aprendizagem. Concluise
que proporcionar o brincar livre com materiais soltos no exterior, pode ser uma
estratégia didática eficaz para promover o desenvolvimento motor e lúdico da criança,
bem como as interações sociais.
This study was developed within the scope of the Master’s Degree in Preschool Education at the Higher School of Education, Santarém Polytechnic University. It stems from the experience accumulated over three pedagogical practices in different preschool education contexts, and from the observation of the limited availability of materials in educational spaces, particularly outdoors. Through this research, the aim was to understand the impact of introducing loose parts into the outdoor environment on children's play and motor development. Throughout the various training placements undertaken, it was progressively possible to observe the relevance of the outdoor environment and of the materials made available for the children’s holistic development. In the first placement, within a nursery context, I identified a limited diversity of available toys and logistical constraints associated with accessing the outdoor space, which underscored the need for alternatives that could provide enhanced stimulation. Consequently, it became evident that the introduction of loose parts could constitute a significant contribution to fostering curiosity and enriching infants’ exploratory experiences. In the second placement, already situated within a kindergarten setting, it became clear that the children demonstrated a strong interest in the outdoor environment and in the natural materials present therein. The frequency with which they engaged in free outdoor play revealed the educational potential of this space, enabling rich, autonomous and meaningful learning processes. The use of loose parts, such as sticks, stones and branches, proved to be an effective means of promoting creativity and supporting the construction of knowledge through exploration. In the third and final placement, I observed that the outdoor environment functioned as a genuine space of freedom, exploration and discovery, where children actively interacted with a wide variety of materials and with the natural surroundings themselves. The spontaneous interactions, intensive exploration and direct contact with natural elements reinforced the importance of this environment in the child’s integral development. It became evident that outdoor play, combined with diversified resources, enhances motor, social and cognitive competences. This is a quasi-experimental study, in which the subjects act as their own control group, with a single-blind design and two data collection phases. In the first phase, observations were made on how children played and interacted in the outdoor space with the usual objects and materials. For the second phase, we introduced loose materials, nonfunctional and reusable objects, without a predefined playful function. In both conditions, the children's interaction, exploration, and manipulation of these materials were observed. The results showed that loose parts encouraged greater exploration and a wider range of play behaviors, as well as a significant increase in social interactions among children. Greater complexity in both individual and social play was also observed, including moments of self-organization and spontaneous cooperation. Observational behaviors, often mistaken for passivity, were found to be associated with action and interaction. This study reinforces the importance of rich and challenging educational environments where children can take an active role in their learning process. It concludes that providing opportunities for free play with loose parts outdoors can be an effective pedagogical strategy to promote children's motor and play development, as well as their social interactions.
This study was developed within the scope of the Master’s Degree in Preschool Education at the Higher School of Education, Santarém Polytechnic University. It stems from the experience accumulated over three pedagogical practices in different preschool education contexts, and from the observation of the limited availability of materials in educational spaces, particularly outdoors. Through this research, the aim was to understand the impact of introducing loose parts into the outdoor environment on children's play and motor development. Throughout the various training placements undertaken, it was progressively possible to observe the relevance of the outdoor environment and of the materials made available for the children’s holistic development. In the first placement, within a nursery context, I identified a limited diversity of available toys and logistical constraints associated with accessing the outdoor space, which underscored the need for alternatives that could provide enhanced stimulation. Consequently, it became evident that the introduction of loose parts could constitute a significant contribution to fostering curiosity and enriching infants’ exploratory experiences. In the second placement, already situated within a kindergarten setting, it became clear that the children demonstrated a strong interest in the outdoor environment and in the natural materials present therein. The frequency with which they engaged in free outdoor play revealed the educational potential of this space, enabling rich, autonomous and meaningful learning processes. The use of loose parts, such as sticks, stones and branches, proved to be an effective means of promoting creativity and supporting the construction of knowledge through exploration. In the third and final placement, I observed that the outdoor environment functioned as a genuine space of freedom, exploration and discovery, where children actively interacted with a wide variety of materials and with the natural surroundings themselves. The spontaneous interactions, intensive exploration and direct contact with natural elements reinforced the importance of this environment in the child’s integral development. It became evident that outdoor play, combined with diversified resources, enhances motor, social and cognitive competences. This is a quasi-experimental study, in which the subjects act as their own control group, with a single-blind design and two data collection phases. In the first phase, observations were made on how children played and interacted in the outdoor space with the usual objects and materials. For the second phase, we introduced loose materials, nonfunctional and reusable objects, without a predefined playful function. In both conditions, the children's interaction, exploration, and manipulation of these materials were observed. The results showed that loose parts encouraged greater exploration and a wider range of play behaviors, as well as a significant increase in social interactions among children. Greater complexity in both individual and social play was also observed, including moments of self-organization and spontaneous cooperation. Observational behaviors, often mistaken for passivity, were found to be associated with action and interaction. This study reinforces the importance of rich and challenging educational environments where children can take an active role in their learning process. It concludes that providing opportunities for free play with loose parts outdoors can be an effective pedagogical strategy to promote children's motor and play development, as well as their social interactions.
Descrição
Mestrado em Educação Pré-Escolar
Palavras-chave
Materiais soltos motricidade interações sociais brincar social brincar livre atividade não estruturada espaço exterior pré-escolar. loose parts motor skills social interactions social play free play unstructured activity outdoor space preschool