THE ROLE OF CURRICULUM IN TEACHER TRAINING FOR THE EFFICIENT USE OF ASSISTIVE TECHNOLOGIES

Abstract

This study examines the importance of playful activity in early childhood education, focusing on teacher training and pedagogical practices. The research, of a bibliographic nature, analyzed recent studies and consolidated theories on the role of playing in children's development and learning. Research has revealed that playful activity is a fundamental component for the integral development of children, offering significant learning opportunities. However, a series of challenges were identified in the effective implementation of playful-pedagogical practices, including cultural resistance, resource limitations and gaps in teacher training. The study also explored innovative strategies to overcome these obstacles, highlighting the importance of continuing teacher training, the integration of educational technologies and the creation of environments conducive to play. Proposals for public policies aimed at valuing and promoting recreational activity in early childhood education were analyzed. The results indicate that a play-centered approach can significantly enrich the educational process, promoting children's cognitive, social and emotional development. However, its effective implementation requires a paradigm shift in teacher training and pedagogical practices. It is concluded that the recognition of playing as a child's right and as an essential pedagogical tool is fundamental to improving the quality of early childhood education. It is recommended that policies and practices be adopted that value recreational activity, promoting a more meaningful education that is aligned with children's developmental needs.