Educação infantil: a importância do lúdico no desenvolvimento da criança.

Abstract

This research investigates Early Childhood Education and the importance of playfulness in child development, focusing on the experiences of playful activities in the teaching-learning process, such as games, play, and other interactive practices, aiming to promote holistic development by observing cognitive, socio-emotional, motor, and linguistic aspects, in alignment with the BNCC guidelines. The research is guided by the following questions: what is the importance of playfulness in Early Childhood Education? Is play an important ally in the child‘s development process, or merely a ―facilitator‖ to fulfill class hours? The general objective is to understand Early Childhood Education and the relevance of playfulness in child development, and its specific objectives are to analyze how Early Childhood Education is addressed in national educational legislation, investigate in the literature the importance of play in child development, and reflect on the relevance of games, toys, and play in the teaching-learning process. Initially, a bibliographic review was conducted to support the theme based on current theories and studies, using as theoretical foundation the authors Costa (2021), Kishimoto (2007; 2010), Piaget (1992), Vygotsky (1988; 2007), Morin (2002), Brougère (1998; 2010), and Friedmann (2007). In the second stage, field research was conducted with three teachers experienced in Early Childhood Education. A semi-structured interview was used as a data collection tool, with nine questions aimed at characterizing the teachers‘ conceptions and perceptions about the topic. The data were analyzed through a qualitative approach, seeking a detailed and comprehensive interpretation. The results showed that play is essential for learning in Early Childhood Education, stimulating the development of various skills. However, the study also revealed a lack of resources and work overload for the teachers, who often have to improvise or invest their own money, highlighting the need for greater institutional support and appreciation of the teaching profession. These findings reinforce the importance of public policies that improve teaching conditions and promote the effectiveness of playful educational practices.