Peer-reviewed article
GAMES, PLAYS AND SEX EDUCATION IN EARLY CHILDHOOD EDUCATION
Keila Isabel Botan, Andreza Marquês de Castro Leão ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined how games and play activities contribute to learning and development in early childhood education, and whether they can be used as tools for sex education. Researchers observed 42 children aged 4-5 years, two teachers, and a supervisor at a municipal school in Brazil. The findings showed that educators recognized the benefits of games and play for teaching and learning, and found them useful for delivering sex education when properly planned. However, educators faced some difficulties when implementing new activities.
Key points
- Games and plays are recognized by educators as beneficial tools for the teaching-learning process in early childhood education
- When properly planned in advance, games and plays offer greater learning and development opportunities for young children
- Games and plays can be effectively used as educational tools for implementing sex education in early childhood settings
- Educators experience greater confidence and security when using planned games and plays
- Educators face difficulties when carrying out new activities with students despite recognizing their value
Limitations
This is a small case study from a single school in Brazil, so findings may not be generalizable to other contexts or educational systems. The document does not provide specific outcome measures or quantitative data on learning improvements.
Abstract
This article sought to verify the contributions of games and plays for the development and learning of children in early childhood education, investigating whether they can contribute as tools to the implementation of sex education. The theoretical framework prioritized authors who deal with games, using qualitative descriptive research to achieve the objective, more precisely a case study that was carried out in a municipal school in the city of Bambui-MG, where 42 children aged between 4 and 5 years, two teachers and a supervisor have participated. Given the information obtained during the research, it can be concluded that the educators of the researched school use games and plays to assist them in the teaching-learning process and recognize their benefits. The experience lived during the research allowed to identify the existence of some difficulties faced by educators when carrying out new activities with their students. Despite this, games and plays, when previously planned, offer greater possibility of learning and development to early childhood students, as well as providing more tranquility and security to educators, being used as educational tools in the implementation of sex education projects.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- Use of games and plays as planned educational tools to deliver sex education content
- Population
- 42 children aged 4-5 years, 2 teachers, 1 supervisor in a municipal school in Bambui, Brazil
Key finding
Educators recognize benefits of games and plays for teaching-learning processes