A ludicidade como ferramenta de ensino e aprendizagem na educação infantil

Abstract

This article discusses the importance of playfulness as a pedagogical strategy in Early Childhood Education, highlighting that play is not limited to entertainment, but also contributes to the cognitive, social, emotional, and motor development of children. The qualitative research was conducted with two teachers from Pre-K I and Pre-K II classes in public schools in PicosPI, using questionnaires with open-ended questions. Theoretical frameworks such as Kishimoto (2010); Piaget (1978); Santin (1994); Minayo (2012); Vygotsky (1998), among others, were used to support the development of this study. The analysis of the collected material showed that playful activities are used in a planned and consistent manner, favoring socialization, interest in learning, vocabulary enrichment, phonological awareness, and the reading and writing process. The teachers also pointed out challenges, such as the lack of adequate materials, requiring creativity in pedagogical practice. Finally, it is evident that play is fundamental to making learning more enjoyable, meaningful, and motivating, and should be valued and intentionally incorporated into teaching in early childhood education.