THE IMPORTANCE OF PLAY: PLAYFUL PRACTICES AS A PEDAGOGICAL STRATEGY IN EARLY CHILDHOOD EDUCATION

Abstract

This article sought to observe play, considering it a unique form of expression for childhood, representing one of the main elements for human development, being recognized not only as a natural and spontaneous activity of the child, but also as an important pedagogical tool. Even with all its relevance, it is still perceived that, in many school spaces, play activities are seen only as moments of leisure or recreation, without due recognition of their educational value, which demonstrates the need to reflect on their function in early childhood education. Thus, this study aims to analyze the importance of play and discuss how play practices can be used as pedagogical strategies capable of promoting more meaningful learning. This is a qualitative, bibliographical research, based on classic authors such as Piaget, Vygotsky, Winnicott, Freire and Kishimoto, as well as more recent studies on the subject. The results show that play contributes to the child's overall development, encompassing cognitive, motor, affective, social, and cultural dimensions, as well as stimulating creativity, imagination, and social interaction. It is also highlighted that the teacher's role is fundamental for play to become a planned and intentional pedagogical practice, which requires adequate training and organization of educational proposals. It is concluded, therefore, that play should be understood as a child's right and as an essential pedagogical strategy, capable of transforming early childhood education and contributing to the construction of a more inclusive, welcoming school committed to valuing childhood.