INTERACTIONS AND PLAY AS A STRUCTURING AXIS OF EARLY CHILDHOOD EDUCATION

Abstract

Early childhood education is the initial stage of the educational process, responsible for promoting children's integral development through play and social interactions. Studies by Piaget, Vygotsky, and Wallon show that these practices foster cognition, socialization, motor skills, and emotional expression. Documents such as the BNCC and DCNEI reinforce play as a central axis of pedagogical practices, highlighting the importance of playful, safe, and inclusive environments. The curriculum should articulate experiences and knowledge, valuing cultural diversity and children's empowerment. The educator's role is essential as a mediator, planning intentional activities that foster autonomy, creativity, and cooperation. Continuous teacher training and family involvement are determining factors for the quality of educational practices. Thus, play and interaction constitute not only fundamental rights but also indispensable pedagogical strategies for meaningful learning and civic development.