A importância do lúdico para o desenvolvimento cognitivo das crianças na educação infantil

Abstract

The present study sought to investigate the importance of playfulness for the cognitive development of children in Early Childhood Education. The research was developed based on a qualitative approach of the field research type, carried out in two educational institutions in the city of Ipiranga do Piauí-PI, with the participation of two teachers from "Infantil V" (5-year-old level). Questionnaires and direct observations of pedagogical practices were used as data collection instruments. To support the study, the theoretical framework is based on Connelly and Clandinin (2002) and Chase (2005), who report on the fundamental importance of playful tools for learning and the importance of listening and observing research participants attentively, as well as González Rey (2005), who discusses the importance of subjective research instruments. The results showed that playing is an essential element in the teaching-learning process, as it favors the development of language, attention, memory, creativity, and socialization. It was also found that teacher training, school infrastructure, and family involvement directly influence the quality of playful practices. It is concluded that playfulness is an indispensable pedagogical tool, capable of promoting meaningful learning and contributing to the child's integral development, reaffirming play as a fundamental right in Early Childhood Education.