PLAYFULNESS IN THE LITERACY PROCESS: STRATEGIES AND POSSIBILITIES IN THE EARLY YEARS

Abstract

Literacy is a fundamental stage of basic education, as it contributes to the development of essential skills related to reading, writing, and social participation. In this context, playful strategies constitute pedagogical resources that can make the learning process more dynamic, meaningful, and participatory, while considering the characteristics and needs of children in the early years of elementary education. This study aims to analyze the contribution of playful strategies to the literacy process, identifying their pedagogical possibilities and their potential contributions to the development of reading and writing skills. To this end, a qualitative bibliographic study was conducted based on the analysis of scientific articles, academic publications, educational documents, and content available on specialized educational websites. The analysis indicates that games, play-based activities, music, storytelling, and interactive activities, when planned and implemented with clear pedagogical purposes, can promote student engagement, stimulate different skills, and contribute to more meaningful learning. It is concluded that playfulness represents an important strategy in the literacy process when aligned with educational objectives and students' needs, contributing to more participatory, inclusive, and child-centered pedagogical practices.