Playing in early childhood education

pedagogical practices from Historical-cultural Psychology

Abstract

This text aims to present notes on the principles that underlie the relevance of playing for the formation of children and to address how it is possible to organize practices consistent with the proposal of a humanizing education. The nature of the research is qualitative, and the theoretical-methodological option is based on Historical-Cultural Psychology. This study presents a bibliographic review, in which we seek to apprehend the function and importance of social role by playing and other ludic actions for human development, especially in the schooling space. We selected articles and researches published in national journals, as well as consulting classic references related to the area. With this, from the epistemological framework of the aforementioned perspective, we list the main concepts that underlie this theory to consolidate principles to the teaching activity with paths to human development. In general terms, we identified that Early Childhood Education professionals are responsible for planning and organizing situations aimed at the diversity of experiences, to promote and enrich the repertoire of symbolic games and the teaching actions must be intentionally organized to promote play as the main activity in childhood and create conditions for human development at its maximum possibilities.