INTEGRAL EDUCATION IN DAYCARE: THE IMPORTANCE OF INTERACTIONS, ENVIRONMENT AND PEDAGOGICAL PRACTICES

Abstract

Early childhood education, especially in the nursery stage, represents an essential period for the integral development of the child, since the first years of life are marked by intense cognitive, social, emotional, and motor transformations that influence their future trajectory. In this context, it becomes fundamental to understand how the pedagogical practices developed in this educational space contribute to the integral formation of children from 0 to 3 years old. This study aims to analyze the importance of interactions, the educational environment, pedagogical practices, and pedagogical documentation for the promotion of the integral formation of children in nursery. The research is characterized as bibliographic, with a qualitative approach and exploratory nature, based on the theoretical contributions of Montessori, Vygotsky, Freire, Kramer, Wallon, Hoffmann, and Malaguzzi. The analysis showed that social interactions, the intentional organization of educational spaces, pedagogical documentation, and play activities constitute fundamental elements for the promotion of the integral development of young children. It is concluded that comprehensive education in daycare depends on pedagogical practices that articulate care and education, value autonomy, creativity, and social relationships, contributing to the construction of meaningful learning and development experiences.