This Course Conclusion Paper, in its proposal, has as its theme: Playfulness in Early Childhood Education: Contributions of the toy as a resource in pre-school learning, which seeks to highlight the toy as to its scientificity and which can greatly contribute to the development learning for children aged 4 to 6 years, globally. Such research is of a bibliographic nature, bringing the focus of authors, a reference in the field of Early Childhood Education to discuss toy education and its contributions to teaching within early childhood schools, specifically preschool. In the general objective of this work, we prepare to analyze the scientific status attributed to the toy for the learning of preschool children, highlighting the main studies of the theorists who discuss it. The methodological procedures are based mainly on authors such as: Marta Kohl de Oliveira (1997), Brougère (2001), Kishimoto (2001), Walter Benjamim (1984), and Maria Cristina Rau (2011). However, it is concluded that the toy despite all theoretical importance, in practice has not yet achieved such importance. It appears that the importance of toys can only be recognized if teachers invest in their training, giving up “guessing” and paradigmatic visions in relation to this resource that is part of the children's universe.
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