Playfulness as a learning tool for reading and writing

This paper aims to investigate the teaching and learning process of reading and writing based on a playful teaching approach in the early years at a state-run public school in the city of Jaguarao/RS in order to analyze the reasons for reading and writing difficulties. The methodology used was qualitative research, and observations, interviews and intervention were used as data collection instruments. The results achieved showed the positive and negative aspects, since the activities did not always occur as expected. However, based on the data collected, it was noted that the learners involved learned to face challenges in reading and writing as they became more engaged and active. A more playful teaching approach as a psycho-pedagogical practice may help students with difficulties in reading and writing, since it encourages engagement and play in different tasks that take students' context and learning level into account. Each individual has his or her own way of learning and the psychopedagogist is the professional qualified to help people deal with their difficulties and to contribute to effective ways of learning.