LITERACY AND READING IN EARLY CHILDHOOD EDUCATION: THE IMPORTANCE OF INTEGRATING PLAY, INTERACTION, AND GAMES IN THE DEVELOPMENT OF READING AND WRITING

Abstract

This article aimed to analyze the importance of literacy and language development in Early Childhood Education in an integrated and meaningful way, considering child development and the value of playful experiences in the learning process. The study focused on understanding how play, social interactions, and ludic activities contribute to the development of reading and writing skills, promoting a contextualized and functional learning of language. The methodology used was a bibliographic review based on authors who discuss literacy, language development, and child development, such as Lev Vygotsky (2007), Araujo (2017), and Baptista (2022). The results showed that play supports children’s cognitive, social, and emotional development, stimulating meaning construction and facilitating the appropriation of written language. Furthermore, it was found that mechanized pedagogical practices compromise meaningful learning. It is concluded that teaching literacy through meaningful contexts requires an intentional pedagogical practice that respects the specificities of childhood and integrates playfulness, interaction, and social experiences into the educational process.