Análise das actividades lúdicas adoptadas pelos educadores de infância para a promoção das habilidades de reconhecimento espacial em crianças com necessidades educativas especiais do tipo cegueira

Abstract

3.058 / 5.000 The present work is entitled “analysis of the recreational activities adopted by kindergarten teachers to promote spatial recognition skills in children with special educational needs such as blindness”, and its main objective is to analyze the recreational activities adopted by kindergarten teachers to promote spatial recognition skills in children with special educational needs such as blindness. This is a study with a qualitative approach and a descriptive-exploratory nature, carried out at the Futuro Brilhante Community School. A sociodemographic questionnaire and a script were applied with a sample of 4 kindergarten teachers. The results of the research indicate that the recreational activities presented by the kindergarten teachers are: sensory activities, where children use the tactile sensation box, music, dance, sensory exploration activities with water, finger painting, guided activities, of which the following stand out: fine and gross motor skills where children embroider, sew, use modeling clay, fine motor skills through drawings, paintings, cutting out, motor exercises, development of gross motor skills, laterality and motor skills. Mobility coordination by offering various movements as well as musical accompaniment, varied circuits, ball games, jumping, running, hopping, climbing, theatrical performances, make-believe games and circle games and activities to learn about the world where children develop the following skills: familiarizing themselves; exploring the possibilities of gestures and body rhythms, location in time and space. On the other hand, it is possible to see that among the playful activities presented by the kindergarten teachers, sensory activities, directed activities and knowledge of the world promote the development of spatial recognition skills. However, playful activities such as theatre for people with visual impairments generally have little contact with art. However, theatre activities can develop creativity, sensitivity, awareness, dance and drawing, which promote the development of spatial recognition skills in children with SEN such as blindness. In this context, it is necessary to carry out playful activities for children with special educational needs such as blindness, such as: Using toys that make noise and asking the child to walk towards the sound, so that the sound helps with spatial orientation. Differentiating floors in the school, opting for floors characterized by small stones, indicating the activity rooms using the Braille system. On the other hand, activities are proposed in which the child works on manual skills such as opening and closing boxes, handling objects of different sizes and shapes. For children to develop spatial recognition skills, it is crucial that they are included and placed in different environments and have continuous contact with other children(TRADUÇÃO NOSSA)