Sequência didática e o lúdico: ensinando sobre o corpo humano na educação infantil

Abstract

Playfulness is present in all levels of education, but in Early Childhood Education it plays a particularly important role in children’s cognitive development, in which play becomes a method that stimulates curiosity, discovery, and fosters social interaction. In this context, playful activities, when articulated with planned didactic sequences, enhance learning, making the process meaningful and participatory. Therefore, using them in Science Education, alongside the development of self-care and the construction of children’s identity, contributes to the recognition of the child as a subject. Thus, the objective of this study is to evaluate the effectiveness of applying a playful didactic sequence in teaching about the human body in Early Childhood Education, addressing notions related to its structure and functioning. This is an exploratory study with a qualitative-quantitative approach, conducted with 43 children from Infantil V (5 to 6 years old) in a public school in the state of Ceará, Brazil. Data collection occurred in three stages: initial diagnosis (pre-test), pedagogical intervention, and post-intervention evaluation (post-test), using as instruments the Human Body Parts Questionnaire (QPCH), the Diagnostic Questionnaire for Teaching the Human Body (QDECH), the Positive and Negative Affect Schedule (PANAS), the Teacher-Student Relationship Scale (ERPA), and Free Drawings of the Human Body (DLCH). Additionally, a didactic sequence was implemented integrating elements such as music, storytelling, clay modeling, and body-based activities. The results showed statistically significant differences (p < 0.05) when comparing preand post-tests, with concrete improvements in the understanding, naming, and representation of human body parts. The analysis of the PANAS scale indicated a predominance of positive affects during the activities, while the application of the ERPA revealed a Cronbach’s alpha of 0.86, demonstrating high internal reliability and consistent affective bonds between teacher and students. In teaching, the clarity of teacher mediation and the aesthetic appeal of the materials stood out; in evaluation, immediate feedback and coherence between activities and objectives acted as mediators of the process; and in learning, engagement, cooperation, and knowledge retention after the intervention were highlighted. Furthermore, external validation through the Early Childhood Learning Environment Assessment Scale (EAPI), conducted by an evaluator, confirmed the pedagogical relevance and practical applicability of the proposal. Therefore, it is concluded that the application of a playful didactic sequence in Morpho-functional Science Education promotes children’s cognitive, emotional, and social development, demonstrating that intentional and well-planned pedagogical practices foster meaningful learning, strengthen affective bonds, and consolidate the construction of scientific knowledge from the early years of schooling.