DIDACTIC ORGANIZATION IN EARLY CHILDHOOD EDUCATION: PRACTICES AND CHALLENGES

Abstract

This article aimed to analyze didactic organization in Early Childhood Education, emphasizing pedagogical practices that foster children’s integral development and the challenges faced by teachers and institutions. The methodology used was qualitative, based on bibliographic research supported by books, scientific articles, and normative documents that discuss playfulness, school routine, and teacher training. The results indicated that didactic organization goes beyond defining routines: it involves articulating time, space, play, and interactions that ensure meaningful experiences. It was observed that play is a central axis, promoting cognitive, social, and affective learning, while sensitive listening and pedagogical intentionality enhance the quality of educational practices. It was also found that teacher training, family participation, and institutional support are decisive factors for the effectiveness of pedagogical actions. It is concluded that didactic organization in Early Childhood Education must be understood as a dynamic, flexible, and humanized process that respects childhood and contributes to more inclusive and meaningful education.