This article brings as its theme the inclusion of cooperative games in early childhood education, a ludic mechanism that favors the culture of cooperation between students and between school and community. The objective is to reflect on the importance of cooperative games as a pedagogical mechanism in the social and cultural formation of children in kindergarten. The research is bibliographic in nature, mediated by theoretical sources available in bibliographic collections and searches carried out on digital platforms. The results of the studies show that cooperative games as a pedagogical ferment at school are capable of changing children's behavior for the better, as they internalize principles and values and become more engaged in the culture of cooperation, showing themselves to be more respectful, supportive, and empathic with their peers. In the same way, when analyzing the theoretical references for the development of studies focused on methodologies in early childhood education, it is also a way of bringing the school and the community closer together, in addition to subsidizing the monitoring of families in school activities.
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