A relação entre a brincadeira e o desenvolvimento infantil nas obras de Tizuko M. Kishimoto

Abstract

This Undergraduate Thesis (TCC) was produced at the Federal Institute of Goiás – Aparecida de Goiânia Campus, in the Bachelor’s Degree in Bilingual Pedagogy program, and analyzes the relationship between play and child development in the works of Tizuko M. Kishimoto. The research, of a qualitative and bibliographic nature, has as its central objective to highlight the importance of play for learning, based on the contributions of Kishimoto and the theories of Vygotsky, Piaget, and Wallon. The study brings together four works by Kishimoto, who conceives play as the child’s own language and an essential practice for integral development, in addition to presenting the historical evolution of teaching and learning and the growing appreciation of childhood, emphasizing the role of family and school in children’s formation. The results show that play, when planned and respectful of children’s culture and interests, favors cognitive, social, and emotional development. Kishimoto criticizes early schooling and proposes a playful pedagogy in which the teacher acts as a mediator, balancing freedom and intentionality, ensuring children’s right to play as a central part of early childhood education. Furthermore, the research highlights that pedagogical practices integrating games, toys, and pretend play stimulate creativity, strengthen social bonds, and expand children’s expressive capacity. The author reinforces that play must be recognized as part of the school curriculum, not only as recreational time, but as a pedagogical strategy for meaningful learning. The study concludes that investing in sensitive education, grounded in playfulness and respect for the individuality of the child, is essential for full development, reaffirming the relevance of Kishimoto’s contributions to Early Childhood Education.