Playing in the transition from Early Childhood Education to Elementary Education: what do official documents say?

Abstract

The transition period between Early Childhood Education (EI) and Elementary Education (EF) requires a lot of attention, and there needs to be a balance between the changes introduced in the new routine, ensuring integration and continuity of children's learning processes. As an objective of the study, we will identify the guidelines presented in official documents on how playing is treated in the educational process of students in the transition from EI to EF. To achieve the objective set, we resorted to documentary analysis of the National Common Curricular Base (BNCC), National Curricular Guidelines for Early Childhood Education (DCNEI), National Curricular Reference for Early Childhood Education (RCNEI), Child and Adolescent Statute (ECA) and Municipal Curricular References for Early Childhood Education (RCMEI). We believe that, in the search for a transition process to be experienced by children, without major disruptions, are the main challenges in the process that are present in the legislation. Furthermore, reflecting on the place reserved for children among teachers is fundamental to making educational policies effective. In order to guarantee the quality of teaching at this school stage, it is necessary to have adequate time and spaces where play is present, alleviating the adaptation difficulties that arise in this transition from one cycle to the other.