The “Toy Day”: reflections from the educator’s perspective
DOI:
https://doi.org/10.18675/1981-8106.v35.n.69.s16821Keywords:
Toy. Playfulness. Teaching practice. Early Childhood Education. Acre.Abstract
“Toy Day” is a moment in the routine of some Early Childhood Education institutions on which children take toys from home to share with the class. The research aimed to analyze this proposal from the perspective of teachers from Rio Branco, Acre. Therefore, an online survey was applied to Early Childhood Education teachers, in order to gather information about the institutional dynamics related to the Toy Day and understand the perceptions of teachers from this proposal. It was concluded that, despite recognizing the benefits of interactions and sharing, there are evident challenges in the process, marked by adult impositions on children, who seek to expand the possibilities of playing with toys at home, but are little heard and considered. The fear of mediating games involving war toys was also evident, as well as the concern to avoid problems with parents, who limit the types of toys shared. Furthermore, reports of a defined pedagogical intention for Toy Day were rare.
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