SPACE AS A PEDAGOGICAL ELEMENT IN EARLY CHILDHOOD EDUCATION: CLASSROOM ORGANIZATION AND ITS IMPACTS ON SOCIOCULTURAL INTERACTIONS

Abstract

Pedagogical space in Early Childhood Education has a significant influence on the social, emotional, cultural, and cognitive interactions of young children. Understanding classroom organization as an integral element of the educational process makes it possible to reflect on more humanized, democratic, and participatory pedagogical practices. The study aimed to analyze how the organization of the school environment interferes with autonomy, coexistence, playfulness, and the sociocultural relationships built by children in everyday school life. The research was developed through a qualitative approach, using bibliographic research as a methodological procedure, supported by authors who discuss childhood, pedagogical space, social interactions, and educational practices in Early Childhood Education. The analyses carried out showed that environments organized in a welcoming, accessible, and participatory way favor children's integral development, stimulating creativity, belonging, autonomy, and collective knowledge construction. On the other hand, rigid and centralized spaces tend to limit children's experiences of participation, dialogue, and social interaction. The results also indicated that the school environment has a sociocultural and affective dimension, directly participating in human formation and children's lived experiences. It is concluded that the organization of the educational environment constitutes an important pedagogical instrument in Early Childhood Education, requiring practices committed to valuing childhood, inclusion, playfulness, and children's integral development.