O brincar no desenvolvimento da criança de três a seis anos

Abstract

The aim of this study is to discuss play in the development of children aged three to six, drawing on the Historical-Cultural Theory of Vygotsky and his scholars, and analysing its importance in early childhood education. This is a literature review covering the period from 2021 to 2025, conducted using the SciELO database. In the review of the literature, ten articles were identified, of which only three address the Historical-Cultural theory, the perspective explored in this study. Based on the study, it is understood that play can be conceived as a space of childhood, in which the child investigates, explores, learns, interacts and positions themselves in the world. Through play, children learn and develop, using the tools and signs created by human beings. Thus, by analysing the articles addressing the Historical-Cultural theory, it can be understood that the studies advocate play as a child’s right, which needs to be fostered by teachers in Early Childhood Education, as an experience that enables children’s holistic development. Thus, it is portrayed that play is constituted by the social relationships established with children, contributing to child development by providing situations of imagination, creativity and creation, in which the child experiences diverse socio-cultural contexts, broadening their knowledge of the world. Therefore, play is conceived as an activity that arouses.