LEARNING THROUGH PLAY

Abstract

Learning through play is a transformative pedagogical approach that, in a scientific project, goes far beyond mere fun, becoming a fundamental catalyst for active exploration, discovery, and the construction of meaningful knowledge. This methodology allows children and young people, acting as "little scientists," to investigate phenomena in a practical and playful way, such as by building experiments to understand plant growth, manipulating variables, recording observations in visual diaries, and debating results. Such engagement promotes critical thinking, innate curiosity, and problem-solving, besides developing social skills like collaboration and negotiation, and stimulating creativity in proposing hypotheses and solutions. As Jean Piaget and Lev Vygotsky argued, play is central to cognitive and social development, enabling the child to assimilate the world and construct meanings. In this process, the educator assumes the role of mediator, guiding learning through challenges and open-ended questions, ensuring that play is intentional and directs the development of scientific competencies in a natural and profound way, transforming learning into a memorable and effective experience.