In this paper we present discussions about the importance of promoting moments of
playfulness for the child, because through games, toys and games, they express themselves
better, exposing their fears, joys and satisfactions. In this sense, we investigated how this
practice is being, in which we had as a general objective to understand and discuss the
importance of playfulness in early childhood education in a public school in Arraias-TO,
through pedagogical practices developed in the Pre I room. Specifically, it was intended to
identify how the activities that work and invest in play are developed and how they are
promoted and stimulated by the class reference teacher. To make this discussion, we use
authors who deal with this theme, such as; Lopes (2016), Kishimoto (1997, 2010), Vygostsky
(1998), Piaget (1998) and Brougère (2002) and some official documents, such as the Federal
Constitution of 1988, the Law of Guidelines and Basis of Education - LDB 9394 / 96, the
Curriculum Reference for Early Childhood Education - RCNEI (1998), the National
Curriculum Guidelines for Early Childhood Education - DCNEI (2010), the Common
National Curricular Base (2017), among others. As a methodology, we adopted a qualitative
approach, articulating class observation, games and games, as well as an interview with the
teacher at the end of the proposed activities. In the analysis of the results, we understand that
it is necessary to invest more and more in the insertion of games and games in the daily lives
of children, especially in early childhood, because they are growing and changing. Thus, we
conclude that kindergartens and preschools have a primary role in this development process.
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