Play and Games as mathematical practices in early childhood education

Abstract

The present article discusses the role of play and games in the teaching and learning of Mathematics in the early years. As part of the findings, it presents strategies that aim to integrate, in a planned and intentional manner, these playful practices, considering the cultural and linguistic diversity of children. The aim was to understand how Early Childhood Education teachers use play and games in their didactic-pedagogical planning, as well as to reflect on the challenges of including playfulness in the classroom. The methodology adopted combined a literature review and field research, with a qualitative approach through semi-structured interviews. Seven teachers participated, working from Maternal II to the 2nd stage of Early Childhood Education, at a CEMEI (Municipal Center for Early Childhood Education) in the city of Montes Claros/MG. The interviews, based on a script with fourteen questions, made it possible to understand whether playfulness is present in Mathematics activities and how it contributes to the teaching and learning processes. The article is organized into three sections: the first details the methodological process; the second outlines the participants' profiles; and the third presents and analyzes the data obtained in the interviews, which constitute the research findings. The analysis sought to understand the frequency with which children have access to playful activities and how teachers perceive the importance of play and games in the development of mathematical skills in the early years.