Ser criança é ter infância: os espaços brincantes e as suas contribuições para as crianças em idade pré-escolar

Abstract

This research aims to analyze the potential of play spaces for preschool children in a CMEI in João Pessoa, seeking to understand how these environments contribute to child development. To this end, three specific objectives were established: to identify the spaces and times allocated for play in a CMEI in João Pessoa; to provide playful experiences in different environments, observing their potential for children’s development; and to understand the interactions that occur during play. The motivation for the study arose from experiences during the mandatory internship in Early Childhood Education and from experiences in a playful yard, which highlighted the importance of play as a structuring axis of pedagogical practice. The research is qualitative, with an exploratory and descriptive nature, approaching a case study. Participant observation and interviews were used as procedures. The intervention at the CMEI, with a preschool class, was conducted in five morning sessions, allowing the experience of different pedagogical activities in various play spaces and expanding opportunities for play. The interview sought to understand the teacher’s perspective on the use of these spaces in the learning process. Data analysis indicates that play spaces promote autonomy, creativity, imagination, and interaction among children, although some challenges are evident, such as early literacy, inadequate use of spaces, and the limited presence of play in the CMEI. Thus, the experiences proved to be highly effective in fostering a sense of belonging and in supporting the holistic development of the child, highlighting the need to ensure play as a right and an essential condition for child development.