THE USE OF PLAY-BASED ACTIVITIES IN THE TRANSITION FROM EARLY CHILDHOOD EDUCATION TO ELEMENTARY SCHOOL

Abstract

The transition from Early Childhood Education to Elementary School is a critical stage in children’s educational trajectory, marked by structural, pedagogical, and symbolic changes that directly affect their adaptation, learning, and socio-emotional development. This study aims to analyze how playful activities contribute to a more meaningful, continuous, and humanized transition process. The research was conducted in a public school in Palhoça, Santa Catarina, Brazil, using a qualitative and descriptive approach with ethnographic inspiration. Data were collected through questionnaires administered to teachers involved in the transition process and analyzed using content analysis techniques. The findings indicate that playfulness enhances student engagement, social interaction, emotional security, and cognitive development. However, challenges such as institutional pressure for early literacy, curricular fragmentation, and gaps in teacher training were identified. It is concluded that the intentional and systematic integration of play into pedagogical planning is essential for ensuring a transition aligned with child development principles and a more inclusive and humanized education.