THE BABY'S FREE PLAY IN DAY CARE: SUBJECTIVE PROCESSES AND DEVELOPMENT
Baby; play free; development; subjectivity; day care.
The baby plays from its first months of life, plays with its own body, plays with other people and with the environment that surrounds it, and from this experience it learns and develops. Advancing in an understanding of the subjective processes that emerge in the baby's experience of free play can favor greater quality in the practices of care and education of babies. This study aims to understand the baby's experience of free play in daycare, from a subjectivity perspective, in order to generate intelligibility about the genesis of subjective processes involved in this experience, which may favor child development. González Rey's Theory of Subjectivity provides theoretical assumptions for the research, which was carried out in an Educational Center for Early Childhood in the Federal District (CEPI). The research articulates theoretical concepts with questions about educational approaches to Early Childhood Education. Qualitative Epistemology, which studies subjectivity, rescues the subject in research and is characterized by the dialogical and constructive-interpretative character of knowledge. Thus, it is with the Constructive-interpretive Methodology that the construction of knowledge is elaborated, from indicators and hypotheses, which evidenced subjective processes in the babies, active participants of the research. It is concluded that, in free play, babies subjectively produce and develop from experiences that bring together autonomy, imagination and agency.