EMOTIONS, FAMILY AND SCHOOL: PLAYFULNESS AS A FACILITATOR OF COGNITIVE AND SOCIOEMOTIONAL DEVELOPMENT IN ELEMENTARY SCHOOL I

Abstract

This article aimed to analyze the relevance of playfulness as a pedagogical tool in the cognitive and socioemotional development of children in Elementary School I, considering the interaction between emotions, family, and school. The study sought to understand how play can contribute to strengthening meaningful learning and affective relationships in the school context. The methodology used was qualitative and bibliographic, based on classical and contemporary authors such as Vygotsky, Piaget, Wallon, Kishimoto, and Freire, who discuss the role of interactions and playfulness in human development. The results indicated that the intentional use of playful practices promotes greater engagement, autonomy, and cooperation among students, in addition to favoring emotional balance and critical thinking. It was also found that the partnership between school and family enhances the benefits of play, strengthening bonds and encouraging children’s confidence in learning. It is concluded that playfulness should be recognized as an essential educational principle for integral formation, capable of uniting emotion, affection, and knowledge in a more human and meaningful learning process.