PLAYFULNESS IN EARLY CHILDHOOD EDUCATION: CHALLENGES AND POSSIBILITIES

Abstract

This research aimed to understand how playfulness manifests itself as a pedagogical resource in Early Childhood Education, considering its challenges and potential in teaching practice. The research is based on authors such as Silva (2013), who argues that play is fundamental for the development of communication and socialization, and Freire (1996), who highlights playfulness as a promoter of the child's functional autonomy. This work is configured as a qualitative and descriptive research, carried out in a public school (EM) in the municipality of Escada – PE. The research subjects were two participating teachers, designated P1 and P2. The study field has a structure suitable for observation and playful practices. The results show that play facilitates learning, promotes social interaction, and stimulates emotional and cognitive development. The thesis was confirmed by the teachers, who recognize the importance of playfulness as a pedagogical tool, being indispensable for making teaching more enjoyable and meaningful, even in the face of structural and formative challenges.