The Developmental Approach to Physical Education in the Pedagogical Practice of Early Childhood Education

Abstract

The research objective was to identify the contributions and/or limitations of the Developmental Approach to Physical Education to guide play planning in Early Childhood Education. The study, developed through an Extension Project, involved students from undergraduate courses in Physical Education and Pedagogy and teachers trained in the same areas mentioned. Data production was developed in 2023 and was characterized as action research. The action research took place from six face-to-face meetings with the participants, following the cycle of planning, action, observation, and reflection. In these cycles, the meetings planning, the action and observation of the study and elaboration of games, and the reflection on the project meetings were carried out. The data produced in the research were analyzed through content analysis, making it possible to create three categories that respond to the investigation objectives: 1. perceptions in relation to knowledge of Physical Education in Early Childhood Education, which highlights the initial perceptions and final advances of the project participants; 2. theoretical contributions of the developmental approach, which demonstrates how understanding the approach provides pedagogical intentionality in the teacher; and 3. contributions of the project to the training of (future) teachers, in which it is possible to highlight the importance of action research for teacher training. As conclusions, it is evident that the developmental approach can contribute to the planning of games by the teacher, as well as to the learning and development of children in Early Childhood Education.