PLAY AS A STRUCTURING AXIS OF LEARNING IN EARLY CHILDHOOD EDUCATION: CONTRIBUTIONS TO COGNITIVE, SOCIAL AND EMOTIONAL DEVELOPMENT

Abstract

 This article discusses play as a structuring axis of learning in Early Childhood Education, highlighting its contributions to children’s cognitive, social, and emotional development. It is based on the understanding that play is not a secondary activity in school life, but a fundamental experience through which children learn, interact, express themselves, imagine, create, and build meanings about the world. This is a bibliographic study with a qualitative approach and descriptive-analytical character, developed from normative documents and academic productions focused on Early Childhood Education and child development. The results show that play promotes the expansion of language, attention, imagination, and problem-solving, while also strengthening social bonds, coexistence with others, cooperation, and emotional expression. It is concluded that valuing play in Early Childhood Education is essential for a more sensitive pedagogical practice, consistent with children’s rights and committed to their integral development.