Brincar, explorar e aprender: a bandeja de experimentação no processo de ensino aprendizagem na educação infantil

Abstract

This article aims to analyze the contributions of play to the teaching-learning process in early childhood education, considering its importance for children's cognitive, social, motor, and emotional development. Given technological advancements and the increasing use of screens during childhood, it is necessary to reflect on pedagogical practices that value play within the school context. This qualitative, descriptive field study was conducted with preschool children aged 4 to 5 at an early childhood education school in the municipality of Tabatinga, Amazonas. Data collection involved participant observation, field journal entries, and an analysis of children's interactions during an "exploration tray" activity based on the principles of heuristic play. The study is theoretically grounded in the contributions of Vygotsky, Elkonin, Kishimoto, Goldschmied, and Jackson, as well as in regulatory documents for early childhood education, specifically the National Common Curricular Base (BNCC) and the National Curricular Guidelines for Early Childhood Education. The results indicate that play fosters meaningful learning, creativity, socialization, autonomy, and the holistic development of children, establishing itself as an essential pedagogical practice in the context of early childhood education.