Possibilities about the mediation of the spaces in the children’s play and learning in the early childhood education

Abstract

This paper discusses the physical space of Early Childhood Education schools as mediator in the children’s learning and development process, and having research question: of which forms the spaces of the Early Childhood Education schools can be mediators of the children’s learning? The goals was: to discuss the organization of the internal e external spaces of the Early Childhood Education schools; to investigate which those spaces are intended to the children’s plays; identify how are organized and analyze the possibilities of mediation this spaces in the children’s learning and plays. The methodology envolved questionnaires with 60 teachers and 27 manageress of Early Childhood Education schools. We accomplish observations in two schools, recorded in diary of field and photography. The results show positive and negative elements of the organizations and utilization of the physical spaces in the schools. Its mediator aspect in the children’s learning can be unnoted for the teachers, if the reflexion about the quality doesn’t be related to the goal of the children’s activity. The mediation of the spaces in the children’s learning need to be part of concerns of the teachers, managers, architects, engineers and focus of the public policies.