PLAY IN EARLY CHILDHOOD EDUCATION IN AN INTERFACE WITH PUBLIC EDUCATIONAL POLICIES

Abstract

This article aims to reflect on Playfulness in Early Childhood Education in accordance with public educational policies so that the child's right is implemented. In this way, we sought to develop work that addressed this theme, through bibliographical research focused on Brazilian legislation, together with studies by educational theorists focused on playfulness. In view of this, we will see that playing is not just a simple pastime but a right guaranteed by law and according to theorists there is no single definition of what playfulness is in early childhood education, as each theorist defines it in a different way as work on this playfulness. The playful factor is directly associated with games, toys and games, interest and pleasure, it provides children with well-being. It is up to the early childhood education professional to use playfulness as a means to develop countless skills and potential in young children. Since the teacher himself is already a playful instrument in this teaching-learning process, together with the children they create moments of interaction that are essential for development in all possible aspects. These playful activities aim to improve socialization among children, making them experience situations of collaboration, teamwork and respect. In addition to providing playful and pleasurable moments, making the child classify, order, structure and solve small problems and feel motivated to overcome their own limits, while playing the child is thinking, creating and developing, among other factors, critical thinking. . Therefore, play is an irreplaceable strategy to be used as stimulation and knowledge in early childhood education, for different operational skills and this practice should not be neglected because, as seen throughout the research through the theorists who studied this methodology, it is relevant for children's learning.