O LÚDICO COMO ESTRATÉGIA DE ENSINO E APRENDIZAGEM NA EDUCAÇÃO INFANTIL

This work intends to discuss playfulness as a teaching and learning strategy in Early Childhood Education, and part of our empirical experiences, where we could see that some Early Childhood Education teachers are unaware of playfulness as a pedagogical strategy for the teaching and learning process. In this sense, we will try to answer the following question: how are educational strategies based on playfulness present in the training processes of children in Early Childhood Education? The aim of this studyis to reveal teaching and learning strategies through playfulness for Early Childhood Education. The study is characterized as bibliographic research, carried out from January to March 2021 on the basis of Scielo and repositories of Brazilian public universities and according to Gil (2002), and follows the following steps: bibliographic selection of related documents and record of the main ideas, analysis and reflection of the theme throughout the study. Seeking to glimpse a more comprehensive panorama on the subject, we come across the contributions of Maluf (2008), Almeida(2008), Ribeiro(2013)andothers.The results demonstrate that playfulness should be part of teaching and learning strategies as an essential didactic strategy for the child's development, being possible to verify their contributions towards the child's cognitive, motor and psychomotricity development, in addition to stimulating creativity, fantasy and imagination, explore their skills and favors socialization, thus contributingto the development of interactive skills.