Possibilities of pedagogical practices Derived from the educational product: Is there geometry? Yes, Sir!

Between interactions and play in early childhood education

Abstract

This is an excerpt from an educational product, the aim of which is to share pedagogical experiences on the construction of geometric thinking in early childhood education. It is a qualitative field research approach. The ideas of Lorenzato (2018) and Imbernón (2009; 2011), among others who discuss the importance of children's geometric learning, were used as a theoretical contribution. The methodology is aligned with proposals for creative practices using various resources, such as literature, music and children's games, with a focus on developing children's geometric thinking. In this movement, the results show that the first learning of geometric concepts in early childhood education spaces emerges beyond geometric shapes and figures through the exploration of spaces, displacement, movement, the relationship of position of one object to another having a reference point, considering the children's experiences.  Lastly, the final considerations include the importance of building geometric thinking through interaction and play, providing knowledge based on play, respecting the time of childhood.