Understanding and perception of play by Early Childhood Education teachers on their return to classroom activities

Abstract

The study seeks to reflect and understand play after the emergency distancing measures of the pandemic in Early Childhood Education. Using a descriptive qualitative approach, we conducted semi-structured interviews with two teachers from the city of Campinas/SP upon the return of in-person activities. To analyze and interpret the results, we used the content analysis technique. As a theoretical framework, we used Elenor Kunz's theory of "Play and move", which highlights play as a dialogical activity, inherent to the child's condition and, therefore, a fundamental part of children's cultures. To understand how the teachers perceived play, we present and discuss their professional trajectories; their understanding of the phenomenon of play; and their perceptions upon the return of in-person activities. As results, we highlight the understanding and perception of play as a potential way of acting on the world and representing the context of children's lives at that time.