Psychopedagogue activity in the lúdica perspective for students with learning difficulties

Abstract

Psychopedagogy, both in the clinical and institutional aspects, has as one of its objectives to understand and unveil the non-learning, seeking to awaken the potential of the student through, for example, play activities, enabling hypothesis formulation and diagnosis for a later intervention. From the play activity in early childhood education, it is possible to facilitate the probing process in psychopedagogical intervention. It is in the play that the child expresses his feelings and conflicts, looking for alternatives to deal better with the emotions. In view of the above, it is intended to analyze the importance of playful work in early childhood education, with the following problematizing question as the north: How can the playful way of assisting the psychopedagogue play in the student's education with learning difficulties? This research had a bibliographical character, in order to better understand this theme that has vast importance for child development. It was evident the importance of incorporating play as a causal factor in the construction of knowledge of children throughout childhood, developing in them the imagination, spontaneity, creativity, writing /reading representation system. It is concluded that play significantly potentiates the improvement of difficulties, providing the child's evolution, improving their living conditions with a wider world of meanings, stimulating further discoveries.