Brincar, Linguagem E Cognição: Uma Abordagem Sociointeracionista Do Desenvolvimento De Crianças Bem Pequenas

Palavras-chave

Brincar; Linguagem; Cognição

Autores

• Andreia Miranda Souto

Abstract

This research is based on the reflection that play is a central activity in children's learning—more than a pedagogical technique, it is a way of feeling, thinking, and acting in the world. However, school practices reduce it to a functional resource, limiting its formative potential. Based on Vygotsky (1991, 1998, 2001, 2010), play is understood as an articulator of language, interaction, and thought, which is core to child development. The objective is to investigate how encouraging play can promote cognitive, linguistic, and socio-emotional skills. The study dialogues with Damásio (2010), who contributes to understanding play as a space for attention, memory, and affective self-regulation. The methodology is based on a literature review, articulated with the researcher's experience in Early Childhood Education, recognizing, with Minayo (2012) and Josso (2004), that practice also generates knowledge. As expected results, it is pointed out that play mobilizes affective and cognitive dimensions. The main contribution of the study is to affirm play as a right of childhood, highlighting the sensitive role of the mediator-researcher in defending dignity in social formation processes.