TEACHER EDUCATION FOR THE USE OF PLAYFULNESS AS A SUPPORT STRATEGY FOR THE LITERACY PROCESS IN THE EARLY GRADES

Abstract

This article discusses teacher education for the use of playfulness as a support strategy for the literacy process in the early grades, considering that learning to read and write involves both mastering the writing system and participating in meaningful language practices. The objective was to analyze theoretical foundations that support playfulness as a pedagogical resource and to understand how initial and continuing teacher education can foster more consistent literacy practices, especially in planning, mediation, and learning monitoring. Methodologically, a narrative literature review was conducted, with critical reading of studies on literacy and literacies, playfulness and pedagogical games, phonological awareness, and teacher education. The findings indicate that playful proposals, when planned with educational intentionality, increase engagement, promote active participation, strengthen linguistic skills relevant to early literacy, and contribute to a more welcoming environment when addressing learning difficulties. It was also observed that teacher education plays a decisive role in preventing superficial uses of “play,” ensuring continuity, coherence with goals, and formative assessment. The study concludes that investing in teacher education for playfulness improves literacy teaching and supports less mechanical and more meaningful practices.