PLAY IN EARLY CHILDHOOD EDUCATION: TEACHERS’ PERCEPTIONS IN THE MUNICIPAL NETWORK OF TOLEDO–PR
DOI:
https://doi.org/10.56238/ERR01v10n7-045Keywords:
Play, Early Childhood Education, Playful Practices, Teacher TrainingAbstract
This study analyzes the perceptions of early childhood education teachers from Toledo, Paraná, regarding the importance of play in the teaching-learning process. Using a quantitative-qualitative approach, structured questionnaires were applied to 39 teachers working in Municipal Early Childhood Education Centers (CMEIs). The data indicate that teachers recognize play as an essential pedagogical practice, frequently incorporating it into their daily planning. According to the participants, play contributes to children’s cognitive, social, emotional, and physical development, supporting meaningful learning. The findings also highlight challenges related to teacher training and institutional support for implementing playful methodologies. The study concludes that strengthening play-based learning requires continuous professional development and educational policies that value early childhood education.
Downloads
References
BRASIL. Base Nacional Comum Curricular: Educação Infantil e Ensino Fundamental. Brasília: Ministério da Educação, 2017.
OLIVEIRA, M. A. Mediação pedagógica e aprendizagem infantil. São Paulo: Moderna, 2018.
PIAGET, J. A psicologia da criança. Rio de Janeiro: Bertrand, 1962.
PIAGET, J. O nascimento da inteligência na criança. Rio de Janeiro: Zahar, 1976.
PIMENTA, S. G.; LIMA, M. S. Formação de professores: saberes e práticas. São Paulo: Loyola, 2012.
REFERENCIAL CURRICULAR PARA A EDUCAÇÃO INFANTIL DE TOLEDO – RCT-EI. Toledo: Secretaria Municipal de Educação, 2024.
RENOSTO, Emanuelli. Dados da pesquisa sobre práticas lúdicas na Educação Infantil. Toledo, 2025.
VYGOTSKY, L. S. A formação social da mente: o desenvolvimento dos processos psicológicos superiores. 6. ed. São Paulo: Martins Fontes, 2007.
