Literacy at the Right Time and Play-Based Strategies: Contributions to Consolidating Learning in the Early Elementary Years

Abstract

Literacy in the early years of elementary education is an educational right and a prerequisite for expanding children’s participation in social reading and writing practices. This article analyzes the importance of achieving literacy within the timeframe established by Brazilian educational guidelines and discusses how play-based strategies contribute to consolidating learning, particularly in the first and second grades of elementary school. The theoretical framework draws upon Magda Soares’s work on literacy (*alfabetização* and *letramento*), Lev Vygotsky’s historical-cultural perspective, Paulo Freire’s dialogical approach, and Tizuko Kishimoto’s reflections on play and education. The study is qualitative, bibliographic, and documentary in nature, based on a narrative review of academic works, scientific articles, and official documents—including the National Common Curricular Base (BNCC) and the decree establishing the "National Commitment for Literate Children" (*Compromisso Nacional Criança Alfabetizada*). The analysis is organized around three key themes: the appropriation of the alphabetic writing system, pedagogical mediation, and the integration of playfulness with language practices. The synthesis suggests that games, traditional rhymes, sound-based play, and writing activities can foster student participation and linguistic reflection, provided they are structured with clear objectives, intentional teaching interventions, and ongoing monitoring of learning. It also highlights that the mere presence of play-based materials does not guarantee outcomes, and that students experiencing difficulties require continuous support, even beyond the second grade. The study concludes that play-based approaches should complement—rather than replace—the systematic teaching of reading and writing. Given its bibliographic nature, this study does not allow for the measurement of efficacy or the establishment of causal links between the use of games and academic performance.