THE USE OF HANDS-ON ACTIVITIES IN THE EARLY YEARS: PEDAGOGICAL POSSIBILITIES FOR MEANINGFUL LEARNING

Abstract

The study discusses the contributions of practical activities as pedagogical possibilities for promoting meaningful learning in the Early Years of Elementary Education. The research aimed to analyze how diversified pedagogical practices can contribute to the development of autonomy, social interaction, and the construction of knowledge by students. The methodology is based on a qualitative approach, with a bibliographic and descriptive-reflective nature, developed through the analysis of books, scientific articles, and academic productions related to teaching-learning processes. In addition to the bibliographic survey, the study considers the experiences of the teacher-researcher in the school context, especially in the development of practical activities in the classroom and computer laboratory. The theoretical framework is based on the contributions of Jean Piaget, Lev Vygotsky, and Humberto Maturana. The results showed that the use of practical activities, concrete resources, and educational technologies promoted greater participation, interaction, autonomy, and student engagement during the learning process. It is concluded that diversified pedagogical practices, associated with pedagogical mediation and theoretically grounded, enhance meaningful learning and contribute to the development of scientific literacy in the Early Years of Elementary Education.