GAMIFICATION AND MEANINGFUL LEARNING: PRACTICES AND PERCEPTIONS OF EARLY CHILDHOOD AND EARLY YEARS TEACHERS

Abstract

In recent decades, the teaching and learning process has undergone significant transformations, especially with the increasing integration of digital technologies into children’s daily lives. In this context, schools face the challenge of maintaining students’ interest and active participation, particularly in Early Childhood Education and the early years of Elementary School. Gamification emerges as an innovative strategy that uses typical game elements, such as challenges, rewards, and rankings, to make learning more engaging and meaningful. The research starts from the following problem question: how can gamification be used as a pedagogical strategy to promote meaningful learning in Early Childhood Education and in the early years of Elementary School? The general objective of this study is to analyze the importance of gamification as a pedagogical strategy in Early Childhood Education and the early years of Elementary School. The methodology combined a bibliographic review and field research with 37 teachers, through the application of a questionnaire and analysis of graphs, in order to identify perceptions, practices, and challenges related to the use of gamification. It was found that, in addition to stimulating autonomy and engagement, gamification redefines the teacher’s role as a mediator and designer of educational experiences. It is expected that the research results will provide theoretical and practical contributions for educators and school managers, helping to build a more motivating, inclusive, and student-centered education. Thus, the school can be transformed into a space where learning is closer to play, using gamification as a powerful tool to innovate teaching from the earliest school years.