Body and inclusive practice playing in early childhood education: considerations for the teacher and her training

Abstract

This article presents a literature review and aims to discuss issues related to Early Childhood Education from an inclusive perspective. To this end, it demonstrates physical activities and playfulness as possibilities to meet the diversity of students and their potential in the pursuit of knowledge construction and human development. In the article it is argued that teachers must act to meet the interests and needs of children, considering their experiences, being also facilitators of learning and development of students. The article discusses the importance of physical activity and playfulness for child development; the body is seen as a means of expression and acquisition of knowledge in early childhood education through pedagogical practices based on the interaction and contextualization toward the education of children. Another aspect discussed is inclusive practices in early childhood education and inclusive education in teacher training, highlighting the need for contextualized pedagogical practices and continuing training as it seems that initial education is insufficient to meet the specific needs related to inclusion. The final part of the article presents relevant considerations on the theme addressed.