KINDERGARTENS, NURSERIES FOR CHILDREN.

It was at the beginning of the seventeenth century that the first preoccupations with the education of the young children appeared. Jean Jacques Rousseau concentrated the question of childhood in education, confirming the need to no longer appreciate the child as a small man, but that she lives in a world of its own and the adult can understand it. “Childhood has ways of seeing, of thinking, of feeling, which are their own.” His point of view of education with nature, of student activity, of freedom, are appreciations that persist to this day.

In century XIX we emphasize the figure of Friedrich Fröebel recognized by the creation of “Kindergartens” (kindergartens), in which emphasized to be important to cultivate the infantile souls and for that the fundamental one was the infantile activity. At first, Frobel called them “infantile nurseries” Because she considered the children young plants that should be cared for. In kindergartens, children were considered as small seeds (which fertilized and exposed to favorable conditions in their environment blossom in a climate of love, sympathy and encouragement), which would be free to learn about themselves and the world. Purpose of kindergartens was to put children in relation to nature. The power of the teacher was recognized, but the student was the main author of his own development. Sympathy, and encouragement) that would be free to learn about themselves and the world. The primary purpose of kindergartens was to put children in relation to nature. The power of the teacher was recognized, but the student was the main author of his own development. Sympathy, and encouragement) that would be free to learn about themselves and the world. The primary purpose of kindergartens was to put children in relation to nature. The power of the teacher was recognized, but the student was the main author of his own development.

The froebelian kindergartens, as a pedagogical innovation, were created at the Menezes Vieira College, Rio de Janeiro (1875), and at the American School, run by Protestants of São Paulo (1877). In suggesting the creation of kindergarten through a government decree, Gabriel Prestes promises an education more appropriate to children for the imperative of ensuring intuitive teaching to characterize primary school. However, according to our customs was designated as kindergarten the establishment that was concerned only with the education froebeliana, highlighting the name of nursery school to which educates and provides assistance.

Since its emergence in the public school, the kindergarten gains establishment regulation attached to the primary school, thus instituting a condition of preparation for primary school. According to Kishimoto, the nursery schools created at that time to attend the children of workers were not allowed to use the Felsbelian methodology. Only in kindergartens, part-time, was the right to play. It is noted, then, that play is connected to the economic class of its students. Few are spaces for free play. The schedules are strict, uniform activities and little choice of the child. Socialization through play is relegated to the background, and schooling is prioritized. Brazilian pedagogical practice did not associate play and schooling.

The curricular revision in 1980 allows the installation of Toys like institutions that present toys and new spaces for ludic activities. It is necessary for child education institutions to prioritize spaces for each child to construct their play project in the company of their peers.
As Brazil is a plural father built by diverse ethnic groups, we must contemplate the information that characterizes the identity of each people, through the ludic. Child-child interactions, as well as children and adults through play, should be encouraged. Play develops not only the imagination of children, but also allows them to position themselves as characters in stories, fables and fairy tales, as well as promoting the demonstration of ideas. The child is a historical subject within a global village (world), which, being the author and narrator of its history, visualizes this same world through the manifestation of its ideas. We must contemplate the information that characterizes the identity of each people, through the ludic. Child-child interactions, as well as children and adults through play, should be encouraged. Play develops not only the imagination of children, but also allows them to position themselves as characters in stories, fables and fairy tales, as well as promoting the demonstration of ideas. The child is a historical subject within a global village (world), which, being the author and narrator of its history, visualizes this same world through the manifestation of its ideas. We must contemplate the information that characterizes the identity of each people, through the ludic. Child-child interactions, as well as children and adults through play, should be encouraged. Play develops not only the imagination of children, but also allows them to position themselves as characters in stories, fables and fairy tales, as well as promoting the demonstration of ideas. The child is a historical subject within a global village (world), which, being the author and narrator of its history, visualizes this same world through the manifestation of its ideas. But also admits that they position themselves as characters in stories, fables and fairy tales, as well as promoting the demonstration of ideas. The child is a historical subject within a global village (world), which, being the author and narrator of its history, visualizes this same world through the manifestation of its ideas. But also admits that they position themselves as characters in stories, fables and fairy tales, as well as promoting the demonstration of ideas. The child is a historical subject within a global village (world), which, being the author and narrator of its history, visualizes this same world through the manifestation of its ideas.