PLAY, INVESTIGATE AND DISCOVER: NATURE AS A SCIENTIFIC SPACE IN EARLY CHILDHOOD EDUCATION

Abstract

This article investigates how children in Early Childhood Education construct scientific knowledge through investigative play in contexts of interaction with nature. The research was developed with Pre-K I and Pre-K II classes at the Sonho Meu School, located in Ariquemes, Rondônia, using participant observation as a methodology. The investigative experiences took place in indoor and outdoor spaces of the institution and involved the exploration of a moth, a coffee branch, ants, and a termite mound. During these interactions, it was observed that the children developed hypotheses, constructed explanations, and attributed meanings to the experiences, revealing evidence of scientific thinking in the process of formation. The results indicate that play, when integrated into investigative situations, enhances children's curiosity and favors the development of cognitive practices typical of scientific literacy. It is concluded that nature can be understood as a powerful educational environment and that the attentive listening of the educator is fundamental to recognizing and valuing the investigative expressions of children.