Playing and learning

the conceptions of child rearing and primary education’s teachers

Abstract

In the process of learning of child rearing and primary education’s students, games are opportunities for satisfying some needs in this process. However, the role the teacher plays is fundamental as an initiator and mediator of learning as an observer and evaluator in the processes occurred in the acquisition of new concepts and educational contents. So, the aim of this research was to evaluate the conceptions of child rearing and primary education’s teachers on playing and its relation with learning and the possible conceptual differences on the theme between both groups. Open questionnaires were used to investigate the time spent on games, the material and places used, the direction and preference for determined games and the understanding of these professionals about the relation between playing and the process of learning.