Playful training enables the educator to get to know new pedagogical methods and, as a social subject, it opens space for him/her to get to know his/her possibilities, break down barriers, and have a nobler vision of the importance of games and toys in the child's life. The main purpose of this research is to understand what pedagogical possibilities are used by teachers as resources for playful activities in a kindergarten II class, and what the challenges are for these education professionals to offer a quality education. To deepen this investigation, the specific objectives became: (a) to contextualize playfulness in early childhood education; (b) to identify the pedagogical possibilities proposed with the perspective of effecting children's learning through the habit of playing in the kindergarten II class; and (c) to analyze and discuss the challenges faced by teachers for a quality playful teaching. To answer the proposed objectives, a survey of bibliographic sources was conducted on teaching methodologies for playfulness in early childhood education, as well as documents from various sources available in scientific articles, monographs, dissertations and theses, websites, blogs, and others. A
bibliography review was also carried out on cross-cutting studies about games, cognition, and curriculum documents. As well as, semi-structured interviews and class observations. The
present research reached the goal of exploring the pedagogical practices used by teachers in kindergarten II classes for the promotion of children's learning, considering that it was possible
to identify the main pedagogical practices developed by teachers; as well as the pedagogical possibilities for an effective learning of children through the habit of playing, and this also as a
primary activity of the playful proposals and the challenges faced by teachers.
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