GAMES AND PLAY: STRATEGIES FOR DEVELOPMENT AND LEARNING

Abstract

Games play a fundamental role in Early Childhood Education, favoring cognitive, social and emotional development. This article seeks to analyze the relevance of these practices in the educational context, emphasizing their impacts on cognitive, social, emotional and motor aspects. From the teaching-learning perspective set forth in the National Common Curriculum Base (BNCC) (Brazil, 2017), and in the National Curriculum Reference for Early Childhood Education (RCNEI) (Brazil, 1998), which are provided for in the Law of Guidelines and Bases of National Education (LDB) (Brazil, 1996) and related to games and play in the school environment, we will initially be guided by the historical-cultural period of Friedrich Fröbel's theoretical conceptions,  Maria Montessori, Jean Piaget and Lev Vygotsky, and we will discuss the pedagogical methodologies through games and play in Early Childhood Education. The methodology used is based on an image of children playing in the classroom, as well as bibliographic research in books, articles and internet sources. In this way, based on theorists such as: Helmut Heiland (2010), Hermann Röhrs (2010) from the educators collection; Jean Piaget (1976, 1999), Lev Vygotsky (1984), João Pedro da Fonseca (2002), Celso Antunes (2014), Tizuko Morchida Kishimoto (2016), Donald Winnicott (1975), Zilma Ramos de Oliveira (2002), among other relevant theorists, the bibliographic research was based on studies for child development. Finally, the article discusses the relevance of games and play in child development, highlighting its benefits for the cognitive, motor, emotional and social dimensions. From theoretical studies and analysis of pedagogical practices aligned with the BNCC, it was evidenced that playfulness is essential to promote meaningful learning and the integral development of children.