Teaching Through Play in Early Childhood Education: A Stimulus for the Social and Cognitive Development of the Child

Abstract

This study aimed to discuss the importance of playful teaching practices in Early Childhood Education as a teaching method that positively contributes to the stimulation and social and cognitive development of children, highlighting in this context how play contributes to the holistic development of children. In light of this, the study was based on theories of renowned authors such as Piaget, Vygotsky, and Montessori, as well as important documents that regulate education, such as the BNCC, LDB, and ECA, which establish playful practices as fundamental and indispensable in early childhood education. For the research, a bibliographic methodology was employed through the review of scientific articles and official documents that discuss play as a teaching strategy. The results obtained showed that play, games, and playful activities provide not only socialization but also stimulate cognitive, motor, affective, and attention skills, being therefore of utmost importance for the construction of meaningful knowledge and for the child's autonomy. Thus, it can be concluded that playfulness should be understood as an indispensable pedagogical tool in Early Childhood Education, ensuring a pleasurable and stimulating learning environment that respects the specificities of childhood and guarantees the comprehensive development of the individual.