Ludicidade como ferramenta didática: as atividades lúdicas no desenvolvimento infantil

Abstract

This article addresses playfulness as a didactic tool, seeking to understand the influence of playful activities on child development. The research aimed to analyze how playful practices contribute to the cognitive, social, and emotional development of children in Early Childhood Education. It is a qualitative investigation developed through field research conducted in two public schools located in the state of Piauí, Brazil. Data were collected through questionnaires and interviews applied to Early Childhood Education teachers and revealed that playful activities are used constantly and in diverse ways, including pedagogical games, circle games, motor activities, and improvised materials, thereby contributing to children’s attention, concentration, social interaction, and creativity. The theoretical framework is based on the contributions of authors such as Vygotsky (1991), Piaget (1998), Antunes and Batista (2017), Pimentel (2008), Setra (2014), Fernandes (2013), Silva (2021), and Santos, Lessa, and Arueira (2022), who discuss playfulness as an essential element in the teaching-learning process and in the integral development of children in Early Childhood Education. Although challenges such as lack of resources, structural limitations of schools, and the need for greater family involvement were identified, the results demonstrate that playfulness strengthens learning and promotes a more welcoming and motivating school environment. Teacher training, associated with dedication and love for pedagogical work, proved to be fundamental for the effective application of playful practices. It is concluded that play should be recognized as a child’s right and as an essential instrument for teaching, enabling child development to occur in an integral and enriching manner.