PLAYFULNESS IN EARLY EARLY EDUCATION: MORE DYNAMIC LEARNING

Abstract

The article deals with play as a teaching strategy and as the main methodological resource for meaningful learning, presenting in its scope several benefits for the development of creativity, social and emotional coexistence of the child. Therefore, this study sought to identify, through a literature review, the position of some authors regarding playfulness and games within the school environment.  In this sense, questions were created that guided this work, such as: How important is play and games from the perspective of the teaching-learning process? How important are playful activities in early childhood education? The general objective of this work was to understand the real importance of playfulness and games in early childhood education and their contributions to the development of children's teaching and learning. The specific objectives were to identify the importance of playful activities and games, what are the benefits of working playfulness in early childhood education, what is the role of the pedagogue in relation to playfulness and games. To achieve the proposed objectives, bibliographical research and the comparative method were used as a methodological resource, as this is of great importance in investigating differences or similarities between the facts to be investigated.