MEANINGFUL LEARNING AND PLAY IN EARLY CHILDHOOD EDUCATION: EXPERIENCES, INTERACTIONS, AND KNOWLEDGE CONSTRUCTION

Abstract

 Early Childhood Education represents a fundamental stage for human development, since it is during this period that children expand their social relationships, construct knowledge and develop cognitive, emotional and cultural skills. In this context, play assumes an essential role by promoting meaningful experiences connected to children’s daily lives. This article aims to analyze the contributions of play to meaningful learning in Early Childhood Education, considering the cognitive, affective and social aspects involved in the educational process. Methodologically, this study is characterized as a bibliographic research with a qualitative approach, based on books, scientific articles and official documents related to playfulness, child development and meaningful learning. The discussion is mainly supported by the theoretical contributions of Ausubel, Piaget, Vygotsky, Kishimoto, Brougère and Winnicott. The results show that play promotes active participation, creativity, social interaction, autonomy and the strengthening of affective bonds, contributing to more contextualized and lasting learning experiences. Furthermore, playful experiences broaden the possibilities for children’s integral development within the school environment. It is concluded that valuing play in Early Childhood Education represents not only a pedagogical strategy, but also an essential element for the construction of more humanized, inclusive and meaningful educational practices.