PLAY-BASED LEARNING IN EARLY CHILDHOOD EDUCATION

Abstract

This study aims to analyze the importance of play in the teaching and learning process in Early Childhood Education, highlighting its contribution to the child's integral development. The research stemmed from the problem that, in many contexts, pedagogical practices still prioritized traditional methods, leaving play in the background, which compromises the interest and participation of students. The search for games is not only as a content mechanism but also as a pedagogical instrument, given that play greatly influences the learning process. Therefore, the study sought to understand how play can be used as an intentional pedagogical strategy, favoring more meaningful learning. The methodology used was based on bibliographic research, grounded in studies on child development that highlighted the importance of interaction, mediation, and experience in the knowledge construction process. The results indicated that play activities contributed to cognitive, social, and emotional development, as well as stimulating creativity, autonomy, and active participation in children. It was concluded that valuing play in the school environment favors a more dynamic, meaningful learning process aligned with the needs of childhood.