A contribuição da ludicidade para o desenvolvimento das crianças na educação infantil: uma revisão bibliográfica.

Abstract

This study aims to analyze the use of playfulness (ludicity) in the daily school routine of children in Early Childhood Education, based on a literature review. The research is grounded in the understanding that play is an essential element in the teaching and learning process, contributing directly to the child’s integral development in cognitive, motor, social, and emotional aspects. The study highlights that playfulness goes beyond simple play activities, constituting a pedagogical strategy that promotes meaningful knowledge construction through imagination, creativity, and social interaction. However, despite its recognized importance, there are still challenges for its effective implementation in educational practices, often due to rigid educational models, excessive bureaucratic demands, and a limited understanding of play as a secondary activity. The research also emphasizes the role of the teacher as a mediator of playful experiences, responsible for planning activities that integrate play into pedagogical objectives. The results indicate that practices such as games, guided play, and motor activities significantly contribute to the psychomotor, cognitive, and socio-emotional development of children. This is a bibliographic study with a qualitative and exploratory approach, based on the analysis of books, scientific articles, and official documents addressing the theme of playfulness in Early Childhood Education. Thus, it is concluded that playfulness should be understood as a fundamental educational principle, essential for promoting more meaningful, dynamic learning focused on the child’s integral development.