PLAY AS LANGUAGE AND EXPERIENCE IN EARLY CHILDHOOD EDUCATION

Abstract

This chapter discusses play as a constitutive language and experience in Early Childhood Education, articulating pedagogical practices, active methodologies, project-based learning and the organization of time, space and materials. Grounded in theoretical contributions from childhood studies and experiential pedagogy, the text understands the child as an active subject, a producer of culture and a participant in intentionally mediated educational processes. The theoretical analysis highlights that play should not be understood as a secondary or recreational activity, but as a structuring axis of learning and child development, in line with the guidelines of the Brazilian National Common Core Curriculum. Active methodologies are addressed as pedagogical stances that value experience, investigation and attentive listening to children, avoiding premature schooling processes. Project-based learning is presented as a powerful strategy for integrating multiple languages and promoting meaningful experiences, while respecting the rhythms of childhood. Finally, the organization of time, space and materials is discussed as a central pedagogical dimension capable of enhancing play as language and experience. It is concluded that pedagogical practices grounded in play contribute to a more meaningful, holistic and child-centered Early Childhood Education.