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Science & Education, Bauru, v. 27, e21043, 2021

[Link] ARTICLE
ARTICLE ORIGINAL
ORIGINALAR

The teaching of science in early childhood education: a proposal for entertaining in

the approach of science, technology and society (CTS)

Science teaching in early childhood education: the ludic proposal in

the approach to science, technology and society (STS)

She Gonçalves Costa

Ana Cristina Pimentel Carneiro de Almeida

Universidade Federal do Pará (UFPA), Belém, PA, Brazil.

Author of the color to the respondent: [Link]@[Link]

AbstractThis study aimed to analyze the contribution of the association between the play
and discussion of Science, Technology, and Society (CTS - to-the-school-of-science in the
Education of Children. With a qualitative approach, of the kind educational approach have been
developed for recreational activities on the theme of the environment of the school, with one
class in the Garden (II), in the municipality of Belém, state of Pará, brazil. It has been observed
that emerged from principles of CTS, by encouraging a questioning of the social issues for
children, their participation in decisions on the issues related to your everyday life, as well as the
construction of attitudes and values related to the care of the environment, thus making it
possible education in an interdisciplinary, contextual, and dialogue in the play is the core
element for the implementation of the drug CT. It is concluded that this approach will contribute
to the scientific training of children, encouraging the complexity, and the development of
citizenship, considering the specific features of the phase in the development of the human being.
KeywordsOf education in science, early childhood Education;
Addressing the CTS; Play; the Environment of the school.

AbstractThis study aimed to analyze the contributions of the relationship between the
ludicity and the STS Approach to science teaching in Early Childhood Education. Following a
qualitative approach to pedagogical intervention, the ludic activities were developed
concerning the topic of the school environment, with a class II to a class in the city of Belém,
Pará state, Brazil. It was found that the STS principles emerged, fostering the problematization
of social issues by children, their participation in decisions on matters related
to their daily lives, as well as the construction of attitudes and values related to the care
for the environment, thus enabling an interdisciplinary one, contextualized, and dialogical
teaching of sciences, in which ludicity is seen as a foundation element for the implementation
of the STS interactions. We can conclude that an STS approach, contributes to children's
scientific and education by stimulating criticism and their development for the exercise
of citizenship, considering the specificities of this stage of human development.
Keywords: Science teaching; Child education;
(STS) approach; Ludicity; School of the environment.

Received: 06/10/2020
accepted: 21/04/2021

e-ISSN 1980-850X. All the content of this journal is under a Creative Commons license
( CC Attribution 4.0 Internationalexcept where otherwise noted.
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Introduction

The teaching of science in early Childhood Education has been shown to new possibilities in
terms of the work that you value and respect all children and their uniqueness. On the look-out
for them, and in the context of living with it daily in school, it leads us to realize
just how rich are the opportunities and possibilities for the teaching of sciences, in view of their
needs for learning and development.
One of the characteristic features of this stage of education is to nurture and educate
ourselves so inextricably linked to the process of education (BRASIL, 2009, and 2017). At the
time of the bath, on the exchange the clothes and food are all examples of times in which the
care of it happens at the same time, in which the children identify the parts of their bodies in the
colors of your clothes, brush your teeth, and learn to wait, to interact, and to develop
independence. In this sense, you think, and the teaching of science in early Childhood Education
is to embark on the life experiences of these children, while keeping a watchful eye on its
interactions with the environment, trivia, and games. These experiences are not only in the
context of the school, and, even less, in a world that is different from that of the adult. The
children live in the here and now. Many of them are experiencing the problems are caused by
hunger and lack of basic sanitation facilities; impacted by the flooding in the streets, and social
inequality. So, we have to remember that they need to have experiences of the training is geared
to the training of the citizen.
It was from this perspective that we begin to think as a Unit of the Education
of Children (IEU) of the city of Belém, state of Pará, brazil, in which the works of the first author,
which some of the physical spaces of the school and were hardly ever used by children
, and if you were in a wealthy new possibilities to exploit. We
then reflect on the ways you can become involved in the revitalization of these areas. In the
initial stage of the research, in a general way, to the school, he was on the playground
in the sand with the trash on the floor, in the area of the outer side unfit for use, in the garden
of the school with a low production due to the lack of care is directed to, among
other issues, that indicated a need for greater attention on the part of the school,
in these types of environments. In this case, from the perspective of Science, Technology and
Society (CTS), which is the development of a decision-making capacity in
their purpose, in light of the company's scientific and technological development of the
values (SMITH, 2007, 2012; SANTOS; SCHNETZLER, 2015), we began to wonder about
how such an approach could contribute to the teaching of science, in this context, in
order to promote practices that are consistent with the characteristics of the child, encouraging
a critical and between the same and the care of the school environment.
The studies in this field are still in their infancy, but a number that
low, ever reveal the possibilities and the potential to pose a school for
the sciences at an approach to C-TS to the children in your Child's Education, giving the
indication that it is to promote such education to contribute to scientific literacy and civic education of th
they may be encouraged in the teaching
practices varied, CASTRO; NASCIMENTO, 2016; KLIPAN, 2019; MESSENDER; TREE; ARAÚJO, 20
as well as for the training of teachers; however, there is a
need for research to continue to be on the field for the practice of early Childhood Education,
that is, that the more experiences involving such an association is to be seen in the living room for
a lesson, and it is at this point that we want to move forward.
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In this way, there arose a need to bring in the approach to C-TS to the lessons from
the science Education for Children and the best way that we've seen for this project was
through the activities and play. According to Rau (2013), play in early Childhood Education,
as well as providing the pleasure to the children, and contributes to the learning process,
helping with the formation of the social, cognitive, and affective. Well, we understand that,
combining playfulness, and the approach to TC, we have a greater chance of a job that is
respected and valued for the role of child in the face in the process of learning. In that
sense, and the answer was that the association between the play and the approach to working
groups could contribute to the teaching of science in early Childhood Education. With this in
mind, other issues have emerged: how do the learning situation involving play and approach
to working groups contribute to the perception of the school environment to the children? In
what aspects of the recreational activities in an approach to CT for the encouragement of
the teaching of sciences, in a course in early Childhood Education? What are the principles
of this approach can be related to the teaching of science in early Childhood Education?

Thus, the search for these answers, it aimed to contribute to the studies of the
approach and working groups, as well as with the research on the teaching of science in the
Education of Children, that it is the present practice in this stage of education. Also planned
is to achieve change in their own school environment related to the practices and actions
to be taken in relation to the care of the environment, while also contributing to raising the
awareness of the students and the community, the school and the such relationships. In this
scenario, aiming to answer the question raised, we had the following objective : general:
analyze and control ibuições the association of playfulness, and the approach C-TS
to the other in that of ic set in a class on early Childhood Education. And it is also a specific
way to identify the principles of the approach that C-TS to the teaching of science in early
Childhood Education, and to propose, implement, and evaluate a sequence of activities and
entertainment, in association with the principles of this approach to the teaching of science.
Approach to CT in the teaching of science in early childhood education in a
perspective of fun

Early Childhood care and Education it presents itself as a fertile field for the start of
an approach to CT in the school of science, highlighting the possibilities for a richer
experience of this type, in which the children are an important process in the formation,
construction, securities, discovery, and exploration of the world in which they live, through
such actions as the playing. Thus, it is time to think about the approach required
documentation in the early Childhood Education it's even possible to think of the re-in
both of these fields, which, in addition to seek out relationships between them, and it
should highlight the contribution of that junction, to the education of children aged 0 to 5
years of age. In this point of view, the teaching of science, in this stage of education
should be to create a space in which the action is focused on the process of the
development of the child, and prioritizing skills, such as observation, questioning, negotiation,
project ideas, and experimentation in the making with the children to seek out helpful
information in a context that is meaningful (MIRANDA; PIERSON; RUFFINO, 2005), and
offering it to them, and so the first meaning of the world and to pursuing the development of
skills related to the responsibility,the education, values and ethics are of great importance to
the training (VIECHENESKI; LORENZET IT; CARLETTO, 2012).
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For the Well (2012, p. 7), the teacher has to provide, " [ ... ] the scaffold for this
exploration, choosing materials, and tasks, making questions, encouraging the student
to deepen his knowledge, user-friendly and, over time, the construction of new
scientific knowledge in a meaningful way. In addition to this, it is important to emphasize
that the play embodies the characteristics of this stage of education. In this
regard, in accordance with Dohme (2011), the play allows for personal growth
in a variety of aspects, such as self-discovery, the critical thinking, self-reliance, the
ability of the expression, attitude, cooperative and team. Your presence in a room
in the classroom can lead to participation and expression of opinion, and the development
of leadership, as well as the sharing of new skills and experiences. Thus, even
in the presence of early Childhood Education, and education in the sciences, the activities
that are entertaining, need to be planned to meet the specific characteristics of the child,
and her playful nature, the promotion of education, in which the content is conceptual
and is not to be the most important thing in the learning process, giving the space is also
on the content, process and attitudinal. In this sense, early Childhood Education, activities,
fun , must necessarily be involved in the function, fun, and educational (KISHIMOTO,
2008) , which, in the play, the children will also learn the science of astronomy.
In this study, a better understanding of how to take the approach of working groups
for the field of early Childhood Education in the perspective of fun, it was relevant to know
which are the principles that guide the approach to TC, so that you seek to be closer
to the field of early Childhood Education. We use the word, the principles of it as
something that needs to be developed in the teaching of sciences, in an approach of
working groups, to" ...] that seeks to take on the commitment to the development of
decision-making such as education, the environment, a critical perspective, and not just a
mere illustration of a relationship "CTS" (SMITH, 2007, p. 2). In this way, we approach
issues of relevance to the social context, a problem, an interdisciplinary approach,
the interactions of the CTS, the capacity for dialogue and the construction of values,
decision-making, and civic education as the foundation of education. These principles are
inter-related and it is essential to approach the CTS, since we understand what is required
at any stage of education, is an organization of action of the faculty, consolidated with
those principles, and to foster in the student's education for citizenship is targeted. In this
sense, it is a great Approach to working groups should discuss a topic of relevance
to the social, involving the interactions of the TC, in addition to being an interdisciplinary
context , and seem to, so that, to encourage the students in a civic education that they
allow for participation in decision-making.
The Education of Children, the approach of the C TS as it should be lived in a way
that is adapted to children. The possibilities for articulating a variety of learning activities,
by involving the play, to bring out aspects of the science, the technology, and the society
for the teaching of science at the level of the school in question, to re-affirm the
importance of the practices that are related to the specific characteristics of the children, and
they are also in agreement with the one they refer to the documents of the curriculum are
important in the Education of Children as the Basis for the National Common Curricular
(BNCC), (BRASIL, 2017), and the National Curriculum Guidelines for early Childhood
care and Education (DCNEI) (BRASIL, 2009). These documents provide recommendations
that should be taken into account in relation to the practices of teaching, not as a
curriculum to be followed, but rather the basis for the design of the proposed school.
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The DCNEI it is suggested that the teaching practices in early Childhood

Education to meet the ethical, political, and aesthetic values. Thus, to address
topics of working groups on teaching of science through fun activities, it can lead
to practices that include these principles. In this way, the point of education,
science for kids, as it relates to issues of social context, considering the
relationship between Science, Technology and Society, and allow them to extend the
possibilities of understanding the world, and it involves the ethical principles that
are present in the discussions of the relations of the TC, with a view to it

From a very young age, children are to be measured at the

building with a view of the world, and known as the elements of
matter, forming the attitudes of solidarity, and to learn how to identify
and address biases that relate to the different forms of the
human beings to become as a person [...] "(BRASIL, 2009, p. 8).

In addition, whereas, the teaching of sciences, in an approach, the CTS aims

to prepare the student for the practice of citizenship to the SAINTS;and
MAHONEY, 2001), the political principles that are recommended for the practice of Education
for Children, also it thought. Thus, the practice of the curriculum for the teaching of
science with an approach of working groups set out to follow that path, because it

[...] to promote the formation of participatory and critical review of the children and to
create contexts in which they allow for the expression of feelings, ideas, concerns,
and are committed to the pursuit of the well-being of the collective and the individual,
with the aim of with each other and with society as a whole " (BRASIL, 2009, p. 8).

Even so, the aesthetic principles geared to the development of the creative
act of the children and ensuring their participation in the different backgrounds,
experiences, in the situations in a pleasant, fun, and challenging " (BRASIL, 2009) and can
be thought of in the activities and approach to working groups that address the practices
of leisure such as music, storytelling, games, games, games, and the wheels of
conversation.
The importance of playful activities in the teaching of sciences, in an
approach to the CTS, the Great, and Almeida (2015, p. 1) we show that any such activities
and be considered as a tool, promising in order to achieve their goals, and
to promote the creativity, thinking, reasoning, and interaction between the
parties involved, for the understanding of the socio-political and environmental issues of
the contemporary world". The contribution of the play is enhanced by the BNCC, it brings
out the interactions and jokes and are the axes that structure the practice of teaching, as
had been proposed by their own DCNEI. The proposal for a six-rights-of-learning-and
living together, play games, join, explore, express themselves, and to get to know it,
should be promoted in the rearing of children, allows them to play an active role in inviting
them to experience the challenges and attempt to resolve them, to seek out new meanings over the w
To live
as with others, the kids are going to develop values that are important, such as the about, to learn
discussions with other children or with adults on issues of social importance. To
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playfind different experiences, such as creativity, imagination, and a variety

of emotions, facilitating the learning process, as it can boost motivation and interest,
by encouraging their participation. How to participationwe will in addition to
making the routine of the school, and has expanded to so many other choices, and ways to
take part in the child, you can comment, whether it be in relation to a standard of behavior that d
consider it correct, even in the face of social problems, such as waste,
water, and the ill-treatment of animals.
A BNCC provides that a child in the explore in the world, and expand to other areas of
knowledge , among them, the ones that involve science and technology, which are important for the pra
of the teachers, under the auspices of the approach and working groups on various topics. And you k
if youlike most of his rights to the child, it also going to act as
a citizen, you can also participate in it, to decide, to suggest, question, and learn. How to own
BNCC it is recommended, it is necessary that the pedagogical practices in early Childhood Education
have the intent and purpose of education. Such is the intent of the teaching of science should
be in line with the specific characteristics of children's play and education in
the sciences, which take the kids to explore their potential and ways of looking at the
world. It is with this perspective that we present in the next section, the paths
of methodology section of this study, which prompted us to search for such a relationship.

The paths of the research

This study was a methodological approach is

qualitative, of a kind educational approach, as it

[...] it involves the planning and implementation of interference, change, new

teaching methods) - to produce, progress, and improvements in the processes
of learning and of the people who take part in them and for the evaluation of
the effects of this interference with the pacemaker. (HAMMOND et al.., 2013, p. 57).

In this sense, it is used as a method of intervention for all the fun activities
with the approach of the CTS, as they have a great potential in teaching and respond
to different teaching styles and learning DOHME, 2011; RAU, 2013).

In the centre of the study was the school in which the research question has
emerged, which is par t of a municipal school in the city of Bethlehem, PA. In it, participants were
21 students in the class, the Garden II, with an age range of between 4 and 5 years old, a
whom have had their identity is protected, by being identified with the names of the characters,
the stories, and cartoons for the children, such as Aladdin, Emily, Cinderella, Moana, Narizinho,
Olaf, and Peter Pan. It is also worth mentioning that the presentation of the analysis in this
article, we will be bringing to the speech of six children, on account of the limited space, but we
emphasize that in the analyses were carried out based on the experience of the class as a
whole.
The school organizes your learning opportunities through the project. For
this reason, it was important that the activities proposed by this study to
be well-organized. In this sense, is the pair as they are at present in the research question asked,
and
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explore the world around them, and seek to discuss the issues, so that you could look
into the space of the school, and also to make suggestions, give feedback, and participate in
the decisions relating to the environment. In this way, we have worked on the theme: The
environment of the school, the school that we have in the school and what we want to thinking about a scho
had the school and the school that you would like to have.
All of the classes involved and it has three phases: the wheel of the talks,
at which the issues to be discussed were problematized with the kids; it's another
fun event to bring up the subject; and a new wheel from the conversation that he might be
made of the social and expression of opinion on the subjects dealt with. In this way, the
results of which are presented herein are to the experiences of the sequence
of activities carried out in four classes, each with just a couple of
hours.
On the first play activity was the so-called How do I see my school. and it had
as objective to understand the sneak peek of the children in the school, on the basis of their
speech , and pictures. On the second play activity involved in the banter of the characters in
school , and it came to pass in the space outside of the classroom. The objective was to
verify, among other things, to take the kids to understand the impact of human activities on
the environment,and to discuss the incorrect disposal of waste, and of our responsibility for
the environment of the school. In the third activity, in turn, sought to have the children
come up with proposals for improvements to the space, with suggestions on how to solve
the problems, and encouraging participation in and appreciation of the role of child
in the face of the decisions related to the school environment. In the fourth activity is fun to
use, we aim to encourage the participation of children, encouraging the presentation of
your designs (drawings), to any member of the school. As the school went
into a period of retirement, we would like to invite you to the engineer responsible
for the works for the interview at the wheel', the time necessary to enhance the
speech and opinions of the children as well as their suggestions for the school.
They were made of logs by way of the photographs, diaries, and field recordings
in audio and video, along with the designs produced by the activities were created
as a method to evaluate the inter-prevention educational DAMIANI et al.., 2013), and
the texts produced by a pair of far from the transcripts of these materials were established
as a corpus for further analysis. Continue to the analysis of everyday experience, we use
Multivariate Analysis of Discourse (ATD), which, according to the School, and Galiazzi
(2016), it allows for the understanding of the issues that have been investigated, from an
organized process that involves the deconstruction of the texts unitarização), the
categorization, and the capture of the emerging, in which the new knowledge is communicated to and
validated (HOWEVER; GALIAZZI, 2016). In this regard, we have made an analysis of the
activities and entertainment, from a triangulation between the views of the authors who have
made the study of the overview of the first author, as a teacher-researcher, and he emerged
from the corpus of the research. The main results of the triangulation and have emerge as
two distinct categories: the contributions of the fun activities in one approach, the TC for the
teaching of science in early Childhood Education, and the principles of working groups
emerging in the activities and experiences of leisure, which we will introduce now.
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The contributions of the fun activities in one approach, the TC for the
teaching of science in early childhood education
The unit of analysis for this category have been constructed in between, for
the smiles, and the memories of the moments, pleasurable, and god, taken to be used with
the children, who are in their prying eyes of the detective, exploring the environment of the
school , and met him on the slopes of the imagination, the creativity, and finding ways of
planning for a new school, a whole new world. All of this was not only in the classroom,and
the exploring has been for the entire school environment, which should provide an
opportunity for the children to explore different areas (BRAZIL, 2009). But it looks they have
on those spaces?
In the first stage, carried out showed a limitation to how much of the vision that they had
for the school. At the wheel of the conversations and the home, in the classroom, no one
knew how to identify the name of the institution: it is the schoolit is day careit is Drive Full-time Edu
(IEU)have been the answer.
When the dialogue took on a sense of wonder at the vision that they had for the school,and
the children began to talk about what we had in the classroom, but as
of this speech has been expanded and the imagination is touched upon, by means of the
drawings, the school has begun to be more than just a room, in the classroom, earning a much
larger space, as you can see in some of the drawings that follow.

Figure 1 - Drawings-of-school-made by the kids

Source: elaborated by the authors from the collection of the survey.

The perception of the environment, the school has gradually expanded and with the
eyes of a 'detective', a play experience in which they were to find out what was going on
in the space, and the kids went on a world of make-believe that has led to the exploration
and expansion of looking at the same thing. In accordance with the Great, and Almeida
(2015), and Rau (2013), the games of make-believe, here, welcomed the playful antics of
the characters in school, and the architect, takes the children to meet the challenges, the
organisation of thought, and to develop and understanding of the problems of his daily life.
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In
the speech below, This leaves you with the appearance of a playful shown. It
explores the space of the school 'as a detective in This,' that, his gaze is directed, is a clue. In t
research environment, the child, the reader is referred to the knowledge, identifying that
you have some trash on the floor of the school, and that he may have different destinations.

Emily: I thought it was a track, the teacher, with A turd on the floor... That's just disgusting!
Yikes! Eskilhos thrown to the ground. [...] It is not on the ground that, if you play it in the trash,
and it's also for those boxes in which you have the color blue to red, which we throw in the trash.

It was observed that, in living situations and exciting the children have brought in
the elements of everyday life, and increased discussion on the use of the school
environment. Through the game, they have been found vando on the grounds of the
school and the building to look critically on the issues related to the science and
technology of the garbage dumped on the ground and in the appropriate container at
your disposal. It's like Eshach (2006) points out, the kids of course love, and is interested
in things that involve science,and it is up to us, teachers, to help lead them in
the right direction, so that they may enhance their knowledge and expertise with the
world. And, as it underlines the Well (2012), children need to understand the world
better, not realizing the way things happen to you, by means of science, intuitive, and
exploring the boundaries of what we know, see if they will be required to compare the
ideas, hypotheses, and go on a quest for new knowledge, as in the words of Emily:

Emily: I know... you have to plant a plantation, environmental, because, clearly, right now, our plants
are dying on such a large tree, which is' not letting the Sun shine on these plants, so we are going to draw
something for this tree to get a little bit of the plants, and the Sun to come in. Know what I mean?

By the middle of the game, the atmosphere, the dialogue with your classmates
and professor, until she came to the conclusion that the n power just next to the
garden was preventing the sunlight to come to the market, making it more difficult for
their development. Thus, to mobilize their knowledge, and interacting with their peers,
looking for solutions, and build new skills while exploring the area. Stocks that move
in the direction of "[...] development of the first meaning of the world, enlarging
the knowledge of the students, their culture, and their ability to understand and to
participate actively in the society in which it is inserted - " ( VIECHENESKY;
LORENZETTI; CARLETTO, 2012, p. 860).
How to argue Chassot (2003, p. 91), the science of the language, and "[...] to be
literate, scientifically, it is able to read the language in which it was written, the nature
of"; so, for what it proposes, will make you a science literacy when teaching science
to contribute to the understanding of the knowledge, practices and values that "[...]
would enable the students to make decisions and to understand so much of the many
uses of science and its application in the improvement of the quality of life as for
the limitations, and the consequences of its development" (CHASSOT, 2003, p. 99).
Take a look at the following dialogue, which complement each other to this point:

Teacher: Did you know that our garden is producing?

Emily: We're not playing in the water, or springs, and the sun's about it.
Teacher: By the rays of the Sun are coming up in our garden?
Narizinho: Because it's in the shade.
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Emily: Because you have a big tree, because the tree that protects the
plant, but you don't want to protect them, the Sun's let in it a little on the plants.

In this dialog, we can see that the children, in the knowledge that your plants need,
in the light of the Sun, they believe that the garden is not to grow in the shade from
the tree. His scientific knowledge, it will built with the observation
and exploration of the environment, being made up of the names, meaning and
relevance, such as proposed Lorenzetti and Delizoicov (2001).
Viecheneski (2019), for its part, points out that, with regard to the understanding
of the interrelationships between the CTS and the learning of social participation and
responsible for the actions of education has the role of encouraging positions critical of
the child in relation to the issues and problems of daily life, prompting its development,
in research, and commitment in the search for solutions to the problems that they are
real.
With all the fun activities we were able to highlight these aspects, because
they are the children, as well as, to investigate the school, related to the questions
of your life, and if you are concerned, primarily, with the waste; and then, as the
architects that would be the solutions to improve the environment, they discussed the ideas and, in
1

addition, propose improvements, we were interested in finding out

who it was with that ugly in high school, which led him to propose the use of a camera. In this
in life, during
the games, allowed the children to voice their opinions about issues that are important to them, and t
of the self -
care of the environment, as well as the plants, cleaning the school, and to grow, but the
attitudes of reprovavam, such as throwing trash on the ground, and on Thursday, the
scratching in the walls and pull up the plants, were often given to other persons. It was
necessary, then, to discuss this issue at the wheel of the conversations, and fostering a
critical attitude, which is important for the formation ( VIECHENESKI, 2019).

Teacher: And those who leave our school as well? He who does these
things? PeterPan: In the human being.
Aladdin: And the cat too. He is the one who is in the water, and I vi.
Pedro: This was a real waste to pollute the nature.
Teacher: And who are they?
Emily: The sujeiros. They are on all of the city, and they are throwing
garbage here and there. Teacher: And the people who play this trash
in our school. Emily: Humans are the ones who do not care for them.
Teacher: And are you a human? Are you a human, or Emily?
Emily: [after reflection] It is, but I don't play that crap.

Your imagination is a free and one of the child, which encourages the experience and
the exchange of roles, enabling you to create and re-create life in their own way (RAU, 2013).
is present in all the actions of the children, and they will allow you to create a character who
would be the one held responsible for the actions of that you rebuke: "the human, "the sujeiros"and
they seek to exclude from this process, her, and them, that they would be making a mess in
the city, "throwing the trash out there", "but I don't play that garbage". So, we have seen, from the m
you wonder why we're not using it to the external environment into the classroom,
To1 joke of the architect's generated a lot of conversations with the children, who made many suggestions for the environment for

school students.
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your child to take part in the world of the imagination. And, at the same time as
they sought clues to the school to find answers to questions about what was
going on, was observed in the presence of trash, and the lack of care of the
garden, and is related to the situations of the day-to-day life, because it will
always have a story to tell. So pleasant, so, they, as subjects of their own learning,
gaining new values, which, of course, may have contributed to its civic education.

Principles of CT and emerging activities and experiences in play

To work on the the teaching of the sciences, by means of a subject was relevant in the co
of early Childhood Education, as one of the speakers, very good in teaching in the school, and it
had been in accordance with that proposed in the curriculum for early Childhood care and
Education. This was because, as well as the approach to TC, where the information is presented
in a manner that is integrated with the theme and does not limit the organisation of the curriculum
for the construction of a concept (AULER, 2007), and in the activities carried out with children
are also always doing our best to practice on the content of the conceptual weren't the most
important thing, but you had to be present in their lives in a meaningful way. From this
perspective, a new way to look at the environment of the school has raised a reflection on the care
of the school, and the rest of the questions, that it will make the children posicionassem
in the face of different situations, and promoting the principle of background. During the
playing of the characters, where they looked at the school and noticed the trash on the floor of the
school, and I was able to see the relationship that you have with the issues of everyday life, such
is seen in the speech of the Game, when he said: "There, in my house, when I come to school, a
everything is thrown in there at the fair, it stinks a lot".
Addressing an issue in a real-world context ( VIEIRA; TENREIRO-VIEIRA; MARTINS,
2011), as in the example of the garbage dumped on the floor of the school, and the student
the opportunity to do this in the context of this knowledge for the applications that it will be
useful for you to properly dispose of the waste at school, at home, and in the show.
We have, therefore, to highlight the principles of the an interdisciplinary approach. In accordance
with the Lorenzetti (2000, p. 12), the practice of the teacher of early Childhood Educatio
presents a "[...] an interdisciplinary character, focusing his attention on the interest and curiosity
of the students, which has been observed over the life of the playful with the children. When
are using the activities, such as painting and playing, the children
were able to express their views about the school by using their language,
and plastic-look for the building of a drawing, painting, apart from language to
math, the discovery of the color, of the notions of space, mobilization
strategies, and further, knowledge, science, and technology in order to propose solutions
to the problems at the school.
Additionally,the in the beginning of the capacity for dialogue was the orientation of the shares an
key to the stake to be even more promising. The relationship of landscape, which is important
so that there is a capacity for dialogue (FREIRE, 1996), which was conquered by the arrangement
of wheels in the conversation, which allowed for a prominent role at all, leaving it all to the desire
to give their opinions on some of the changes that you want for your school, all the while maintaini
the character of the realization of the speech that was experienced in the capacity for dialogue
(DOMITIAN, 2019, p. 78). This is a relationship of dialogue has also been realized during the
games. To them, the children were comfortable sharing their experiences in their own play, as found
on during the game, birth of the school, as we saw in the first hour each day the ta board.
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As: Teacher, teacher, I've found, is missing from the plants, put all the plants in here, and you will get wet.
Teacher: And what we need to have our vegetables, and vegetables can be grown here in the garden?
Cinderella: [screaming] I know, I know, I know! This is what the business is well-behavior that, in the us
the boot. As it is, the name of the business as a teacher?
Teacher: How is it, child? Who knows? This is the moment when all the children
have been thinking about, but it does not have answered] It is a seed.
As: This, this, this, this!" We put the seed and the plant that comes out.

You see this dialog, the Delizoicov, Angotti and services (2011), with stress
on the education of dialogue in the act of education, with the understanding that it is
not just a simple conversation between a student and a teacher, but it is a process
in which there is concern of a distinct knowledge about the situations are significant,
both for the student or by the teacher. We perceive, therefore, that the pleasure,
confidence, trust, and a sense of spontaneity present in recreational activities,
whether it be the wheels of the conversation or the jokes and increased capacity for
dialogue, which allowed us to be the largest in the dialogues and lessons learned regarding
the questions that came back to the care of the environment of the school.
How to a culture of participationit was developed with the children in the process , which
gave them a voice, allowing for the expression of their views in the face of situations
and problems experienced in high school. This, in its design, it is suggested that you
remove the leaves and the twigs on the playground, and put it on a plate with the words:
do not dispose of the waste. The student, in addition, it proposes that the games will
have more flowers and more on toys, and it is concerned with the presence of the waste
disposed of it, suggesting, therefore, that there be in a trash can. When she had, at the
wheel of a conversation, in the new design, the child is added to the other issues:

Emily: We need to reform the playground because it was dirty from the water, and now the toy from the
other, it is very much broken. [...] we don't have to break down and then this is the toy warms up
a lot of the leg, because he is the one of iron, and it was a lot of iron, it heats up in the Sun. So, what
about the people to do the same on the other side? He doesn't have it, it is made of metal, just slip, and it i
pretty cool that there...

We learn, in the words of the child, and the mobilisation of knowledge, science
and technology. In order to justify their position, and, from their interaction with the
environment, by means of the game in the card, it is observed that, depending on
the material the toy is made of plastic, and iron), when exposed to the light of the
sun, it is warm in a way that bothers you, that is, it engages your knowledge or
intuitive in a relationship with the environment, and thus it is going to construct new
scientific knowledge (WELL, 2012). These questions allow the knowledge that they
involve the technology are covered, with this experience, the child is positioned on
the material which is most suitable for the construction of the toy, and that
it should be in the school environment, in order to be used. It is,
therefore, the possibility of the social use of these skills in the situations of your
life, allowing you to learn the part AULER, 2007).
The other point is, that the highlight is on the building value that is important
for the training of the citizen. In many instances, for all the fun activities the
children were involved in discussions about the care of the nature, and also the
commitment to the society, as is evidenced in the words of the Narizinho to draw
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the friends of the activity after it's found salvation in the playground of the school,"Let's
go, people! To see what we do here, it's going to be great!"These attitudes are in line with what
the Saints and Schnetzler (2015) propose the development of a set of ethical values and
commitment to the company, as a matter essential to the formation of the entire population.
The commitment of the civic education the children had been present throughout
the entire process of teaching and learning, and encouraging the activities and
entertainment, as we seek ways to take them out to look at his or her school
environment, and will fit into them as subjects, and processing and their parents. We
seek, therefore, your participation in a year-it's not just for the future, but it
is par t of their actions in the present, as shown in the dialogue below between Moana
and This, when they saw that the garden was producing vegetables; for there was a
very large tree by preventing the Sun's light enter:

Teacher: "Got it." What's the idea then? You can get a tree in
there? Moana: Nãaaoo, you can't! [He spoke, scared]
Emily: But that's only if you get in the garden and then change it.
Moana: But, to the garden, to place, you've got to pick up the
sand, because they have to cover it, because it 's dirty, it has a llama.

To knock down a tree, it will move to the garden to another location, but it is dirty and...
what do we do? It should be noted that the kids are going to talking, and looking for strategies
to solve a problem that is identified with them. It would certainly knock the air power? "Nãoooo",
respond to the child's anxious to keep the tree in place. That is the decision you make?
Cachapuz et al. (2011) point to the fact that the decision may not be based
solely on scientific arguments that are specific and that all citizens should have the
opportunity to take part in the discussion. And, during these discussions, which is important
for the children and for the school, and the kids come to the following decision:

Moana: I have designed here in the us is not going to get our

tree, and you have to pull out all the sheets of her here on the floor.
Emily: It is in leaf all the other animals are hiding.

It was observed that, in the context that we live in, this is making the decision that
is appropriate to the level of education is here dealt with. At other times, the kids suggested
that we change to the vegetable garden for vegetables that could be filled with the light of
the Sun. To expose the children to a knowledge of science, and to make them realize that they
can make decisions in the face of a problem that contributes to the formation of criticism, we
find that decisions relating to the construction of the consciousness, social responsibility, and
the changing of attitudes and values that are essential to the exercise of citizenship. This
leads us to observe, that in the same situation as fun, on the emergence of the principles of
working groups, such as the involvement in the making of a decision, taking an interdisciplinary
approach, and, with them, the drug CT. We've outlined some of the words of the child:

Emily: The teacher comes over here, I had an idea! So, we're not going to let the cat come out here in
the garden, because they are peeing a lot on here.
Teacher: Okay, so what do you do?
Emily: Are you going to clean up our vegetable garden, clean around it, then a cat is not going to be there. [...]
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Inthe words of the children, it can be seen that they have to understand that
cleaning the garden, the cat will not go there, because they understand that the
environment is dry, sand it attracts the animals, whose appearances are not good for the maintenance
of the vegetable garden. Which is to say, the experiences, the children responded
to the creativity and imagination, so that they could propose improvements on the hot
label. This highlights the importance of the introduction to literacy to science, since the
arrival of the child in the school ( VIECHENSKI; LORENZETTI; CARLETTO, 2012), I
understand it as your entry in early Childhood Education, with this view, it is possible to
encourage the children to observe varem, and to have a say in the world, in which you live.
We need to understand, for example, that the issues relating to technology,
does not refer exclusively to the technology of the purely technical aspects, but as a
Strieder (2012), Saints and Schnetzler (2015) point to the fact, involving the processes
of creative, organizational, cultural, among other things, that make you
see technology in a simple process.
Thus, with this experience, we are the strengths of the activities are fun
for the teaching of science in early Childhood Education. In general, we have seen that,
by means of which the children were able to explore the way in a pleasant environment
of the school, with a critical eye upon it, and enabled them to embark on a world of
imagination, creativity, joy, but also to note how critical they are, and engagement.

Considerations

The results of this study showed that providing an education in science

in early Childhood Education with a CARAT, a member of the play, allows for an
adaptation of this approach to the language of children and the education of the
children, thus contributing to the promotion of the teaching that occurs, which enhances
and adds value to your children, how is your imagination, creativity,
curiosity, and by encouraging the construction of new knowledge and values that are important
such as criticism, solidarity, and respect, working well with his training in
citizenship.
We realize that the circumstances of the learning - linking approach, working groups
, and play - have contributed to a critical view of the environment in which they live. In a
joke from the home of your dreams-for example, the children discussed with each other in the quest
the solutions to all the problems that are encountered by bringing into the discussion, knowledge,
science, and technology, to think of the improvements to the school environment, demonstrating that
participation in the decisions of the school, and, at the same time, concern for
, and understanding of environmental issues.
In this sense, all the fun activities in one approach to a C TS have encouraged the
teaching of science to children in many different aspects, such as understanding a wide-ranging review of
the school environment, in addition to the classroom to support specific features of the
Child care and Education, which are north of the drug and to play with the opportunity of
learning that is dedicated to citizen education; permission for the rights in the
learning and development of children - to live, to play, to attend, to explore,
express yourself and get to know if you should be guaranteed, and it enhanced the experience.
Thus, the principles of the approach that the CTS were on full display in these efforts,
the capacity for dialogue, which is appreciated in the speech and expression of opinion of the
children, and the analysis of the social issues concerning the school and its surrounding areas;
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the context of the issues raised; and the construction of values, such as solidarity,
the concern for the environment in the school and in the cooperation in the taking of a
decision on the actions to be taken for improvement in the space; and the approach to
issues of social significance are present in the discussions of human actions on the
environment and the culture of participation, understanding of the child as the subject of
their time in the company, valuing their words and opinions.
This research presents the advances in the area of education, science, since there are
few studies that go back to the search, the approach of CT in early Childhood Education. It
stressed the need for an undergraduate research from the early childhood, in which children
are valued and perceived to be the subject of their own learning, and prompted
a search for the answers to your 'why', the look, and problematizarem of the world
in which they live, by expressing opinions and taking part in the construction of the science
done by all. it allows them to understand the natural, social, and technological development,
and their interactions, working with the sense of per-tencimento it.
The limitations have also been perceived as an expansion of the project-was
developed for all of the school was a meeting of the lack of knowledge of the teachers
about the approach of the CTS, which has limited the development of the action, with all
the children, the one who points out the necessity of continuing education for teachers.
In this sense, they are brought to the possibilities for further studies in this field is so
important and promising that it is in the Child's Education. For example, how to promote
the training of teachers, dedicated to Education of the CTS? How to encourage literacy in
science from early Childhood care and Education? How can non-formal education as it
contributes to the approach of the topics required documentation in early Childhood
Education? These are a few of the following questions, among many others, which will
certainly thrill when it comes to teaching science for all children.
It is important to remember what you bring to the education of working groups in
the field of early Childhood Education does not mean to make this phase of your education,
in a space, the model of education is fundamental, in anticipation of the processes of the
education of the children, but to encourage and feed your curiosity, to contribute to the
process of literacy, scientific, natural, and fun. We believe, therefore, that more research
is needed to return their attention to this field, and to explore the possibilities of civic
education, involving both of these interactions on the teaching of science in early
Childhood Education. It is necessary, therefore, that we continue with the discussion,
and that we do value your Child's Education as it is a phase of primary education.

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