TEACHING STRATEGIES FOR IMPLEMENTING INTERDISCIPLINARITY: IN EARLY CHILDHOOD EDUCATION AND IN THE INITIAL YEARS OF SCHOOL EDUCATION

Abstract

This study analyzes the role of teaching strategies in implementing interdisciplinarity in Early Childhood Education and the early years of Elementary School. Based on a literature review, the study seeks to understand how the articulation between different areas of knowledge contributes to children's comprehensive development. The work highlights that interdisciplinary teaching practices, such as play, music, educational games, the use of technology, and thematic projects, promote more meaningful, contextualized, and collaborative learning. Furthermore, it highlights the importance of teaching flexibility and active listening to students' needs for the success of these approaches. The conclusion is that interdisciplinarity goes beyond the unification of content: it constitutes a pedagogical concept that promotes the critical, creative, and socially engaged development of children.