Play in the perception of Early Childhood Education teachers

Abstract

Play is essential for children’s development, and the teachers who work in early childhood education can provide them with meaningful learning opportunities through playfulness. Thus, based on interviews with teachers, this study aims to discuss teachers’ perceptions of play activities experienced with four-year-old children. The research is qualitative and exploratory in nature and was conducted through interviews with three Early Childhood Education teachers who work in the city of Caxias do Sul (RS). The interviews addressed teacher education, planning, and the provision of play activities in Early Childhood Education. The results indicate that there are different ways to plan and provide movement experiences in children’s daily school life. Regarding teachers’ pedagogical practices, playfulness is intentionally present, and it is a fundamental element for children’s development. Moreover, the narratives show that play favors the construction of knowledge, socialization, autonomy, creativity, and children’s expression, contributing to their comprehensive development. The study concludes that play has a central role in Early Childhood Education, requiring teachers to plan sensitively and understand its importance in educational processes in order to promote meaningful experiences appropriate to the specificities of early childhood.