PLAYFULNESS IN THE NETWORK: A PEDAGOGICAL PERSPECTIVE ON PLAY IN THE AGE OF EDUCATIONAL TECHNOLOGIES

Abstract

This article aims to analyze play as an essential pedagogical strategy throughout the learning process and child development, as it highlights its importance for children’s growth while connecting with current educational technologies. For this purpose, the research is based on a theoretical review, drawing on the contributions of authors such as Piaget, Vygotsky, Winnicott, and Ausubel, who emphasize that play is a fundamental element for children’s emotional, cognitive, and social development. In addition, the article discusses how the advancement of digital technologies, through educational games and applications, can expand learning possibilities by fostering skills such as creativity, critical thinking, and collaboration. The methodology applied in the study was qualitative, involving the analysis of literature and pedagogical practices that demonstrate the positive impacts of the pedagogy of play. The findings indicate that integrating playfulness with educational technologies is not only feasible but increasingly necessary to create dynamic and stimulating learning environments that meet the needs of the contemporary world. Thus, the study reinforces that play should be increasingly valued both as a child’s right and as an essential path toward meaningful learning and student development.