PLAY, AFFECTIVITY, AND SOCIAL INTERACTIONS IN THE INCLUSION OF CHILDREN IN DAYCARE CENTERS: CHALLENGES IN THIS PROCESS

Abstract

Inclusion in Early Childhood Education involves pedagogical practices that acknowledge differences and foster the participation of all children in the daily life of the daycare center. In this context, this article aims to analyze the contribution of play, affectivity, and social interactions as essential pillars for promoting the inclusion of children in daycare environments. The study addresses the following specific objectives: highlighting the role of free and guided play as a tool for socialization and learning; emphasizing the importance of affectivity and a welcoming atmosphere in building a safe and trusting environment; discussing how social interactions contribute to the development of communication and empathy skills; and identifying pedagogical practices and educator actions that contribute to creating a truly inclusive daycare environment. The research is qualitative in nature, utilizing data collection methods that include observation in nursery and "Maternal I" (toddler) classes, as well as semi-structured interviews with teachers at the institution under study. The results show that play—whether free or guided—fosters socialization, the formation of bonds, and the development of autonomy. Furthermore, the findings indicate that a welcoming approach and affective relationships contribute to a safe environment and a sense of belonging, while social interactions foster the development of communication, empathy, and cooperation skills. It is concluded that these dimensions are interdependent within Early Childhood Education pedagogy and are fundamental to building an inclusive educational approach that values ​​diversity and promotes the participation of all children.