RETHINKING EARLY CHILDHOOD EDUCATION
A CRITICAL UPDATE ON THE ROLE OF PLAY AS A LEARNING TOOL
DOI:
https://doi.org/10.17564/2316-3828.2024v12n2p269-283
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Copyright (c) 2024 Interfaces Científicas - Educação
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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In defense of play in early childhood education spaces, this essay aimed to critically investigate and update the role of play as a learning tool in Early Childhood Education. To this end, the dialectical method was used and a qualitative approach was adopted, with the research being bibliographic in nature, with a descriptive and exploratory design. The scientific literature highlights the importance of play for the learning of children in early childhood (0-6 years), as it provides opportunities for child development and the acquisition of essential cognitive, emotional, and social skills for the initial years of elementary school. However, playful activities are progressively disappearing in early childhood education institutions. To try to reverse this situation, daycares and preschools must value them and educators must have support to promote them.
