PLAYFULNESS AS A PEDAGOGICAL STRATEGY FOR THE DEVELOPMENT OF LEARNING IN EARLY CHILDHOOD EDUCATION

Abstract

This study analyzes the importance of playfulness as a key pedagogical strategy for the holistic development of children in Early Childhood Education. It starts from the understanding that play is a natural language of childhood and a right guaranteed by the BNCC, although it is still undervalued in schools. This qualitative research, based on a literature review, explores how games and play activities contribute to children’s cognitive, social, and emotional development. Supported by theorists such as Piaget, Vygotsky, Kishimoto, and Ausubel, it highlights that play fosters meaningful learning, stimulates curiosity, strengthens bonds, and promotes inclusion. Despite challenges such as lack of resources and teacher training, the study concludes that intentional and planned play becomes an essential tool for a creative, enjoyable pedagogical practice focused on the child’s holistic development.