PLAYFULNESS AND THE DEVELOPMENT OF CHILDREN'S READING AND WRITING SKILLS IN PRESCHOOL

Abstract

Playfulness, through games, activities, and outdoor play, allows children to find ways to handle daily conflicts in early childhood education. This process fosters the construction of new knowledge by exploring and creating learning opportunities both inside and outside the classroom. According to Pernambuco (2019), it is essential to view children as integral subjects, developing through social interactions and play. Interactions and Play are key components of the Pernambuco Curriculum and should be valued and respected in Early Childhood Education. This article aims to present playfulness as a guiding principle for the development of reading and writing in early childhood education. The methodology is a case report that reveals the beauty and challenges of developing the Alphabetic Writing System (SEA). The results indicate that, with assertive methodologies and appropriate stimuli, children can learn the notational system of alphabetic writing meaningfully and without suffering.