THE TRANSITION FROM EARLY CHILDHOOD EDUCATION TO THE EARLY YEARS: ADAPTATION

The study in question aims to relate the adaptation process in the child's transition from Early Childhood Education to the Early Years, seeking to associate it with the teaching practices that surround students in this process. As a problem, we question: When school institutions prioritize literacy in the transition from Early Childhood Education to the Early Years, are they respecting the child and their childish potential at this specific stage of their development?<br /> Are school pedagogical proposals considering the child's right to be a child, even before becoming a student? This is qualitative research, of a bibliographic nature, with theoretical support in Historical-Cultural Psychology, based on Vigotski, especially in relation to the role of play in child development. As a result, it was found that there was strong social pressure experienced by students during this period, involving both changes in their school lives and the absence of games. This is because children experience a shocking rupture in this transition process, which requires proposals that articulate them, in order to reconcile literacy and playful culture in the educational context of this period of schooling.