The aim of this work is to investigate the role of ludic as a singular territory in the teaching and
learning processes in early childhood education, as a potentiating element in the development
of the child. The term ludic in this study is associated with games, toys and all kinds of fun
present in childhood, keeping this theme increasingly present in discussions in the field of
pedagogy. For this reason, based on the methodological approach adopted, this article gathered
relevant information about the subject and, to this end, a qualitative approach research was
conducted, of the literature review type based on scholars such as Vygotsky, Kishimoto, among
others. The results indicate that the ludic, the game, and the play, when effectively present in
Early Childhood Education, stimulate imagination, creativity, autonomy, socialization, and
interest in the child, favoring the development of principles and values linked to solidarity,
sharing, and empathy, contributing to the emancipating formation of children capable of having
autonomy in the way they think, understand, and dialogue with the complex world around them.
|
