PLAYING IN EARLY CHILDHOOD EDUCATION: WHAT DO YOUNG CHILDREN SAY!?

This article aims to understand how playfulness contributes to the process of development and learning in kindergarten II. Guided by this general objective, we also sought to: identify the playful activities experienced by children in kindergarten II; to verify how the children's play influences their development and to analyze what they narrate about playfulness and games. For the accomplishment of the proposed objectives, a field research was carried out in the qualitative approach, and a semi-structured interview with the children. In general, the answers presented revealed that they appropriate the game through the environment in which they live, both at home and in educational institutions, which favors development and learning. In this perspective, we hope that children are the protagonists of educational activities, interacting and learning through play, and that this awakening favors the development of critical and reflective citizens.