O Ambiente da Educação Infantil e o Mover-se Corporal na Promoção do Desenvolvimento de Crianças de 4 e 5 Anos de Idade

Abstract

The general objective of this study is to analyze whether the environment of three early childhood education institutions in the city of Palmas – TO is oriented toward bodily movement, promoting child development. The specific objectives are: a) to examine the availability of spaces and opportunities for movement within the institutions; b) to identify whether there are stimuli for bodily movement activities, such as playgrounds, green areas, large open spaces, and other active play environments; c) to assess the presence of adults who demonstrate and encourage healthy physical activity habits, positively influencing children; d) to analyze whether the environments are safe and supervised, providing comfort and confidence to children during movement activities; e) to investigate the variety of physical stimuli and challenges in these environments, aiming to foster children's motor and cognitive development. The study adopts a mixed-methods descriptive research design, grounded in Bronfenbrenner’s Bioecological Theory of Human Development. A qualitative approach is used to examine how the research problem manifests in daily activities and interactions within early childhood education institutions. The sample consists of three Early Childhood Education Centers (CMEIs), selected from different regions of the city. Data collection was conducted through direct observations in the CMEIs, interviews with educators and children, analysis of institutional documents, and the use of step-counting devices (pedometers). A literature review was also carried out using databases such as SciELO and CAPES to support the research. The results indicate that, while some initiatives to promote movement exist, most institutions face limitations regarding the availability of appropriate spaces and stimuli for physical activity. A prevalence of sedentary behaviors was observed among children, with routines that often discourage movement. The study concludes that creating a high-quality environment that encourages bodily movement is essential for the holistic development of children, encompassing cognitive, social, emotional, and motor aspects. Proper interventions can facilitate more comprehensive and healthy development.