The insertion and contribution of playful practices in the reading and literacy process carried out by teachers in the initial years of elementary education

Abstract

Playfulness is characterized by spontaneous activities and actions that facilitate moments of interaction with oneself and with other individuals, providing moments of leisure and learning. The act of playing is part of childhood and brings the possibility of a repertoire of developments, whether in the cognitive, social, biological, motor and/or affective spheres. When playing, children socialize and learn with greater pleasure and satisfaction, presenting their reality through imagination, in addition to their anxieties and desires that would become difficult through language alone. The main objective of this study is to investigate, through literature, the inclusion of reading and the contribution of playfulness in the pedagogical practice of teachers in the Early Years of Elementary School. The methodology used for this study was a qualitative and descriptive bibliographic review, using the following databases: Scielo; Brazilian Digital Library of Theses and Dissertations (BDTD); scientific articles by renowned contemporary authors, such as: Moyles, Negrine, Piaget, Teberosky and Tolchinsky; in addition to research in newspapers and magazines available on the world wide web. The results confirmed the relevance of teachers introducing play in classrooms, since this practice promotes the construction of learning and improvement of students' reading skills. However, it was concluded that play is an effective strategy that provides meaningful learning that is understood by children, becoming an important aid for students and teachers, especially with regard to the process of developing reading and writing skills.