This study examines the use of mathematical games as a teacher training tool in early childhood education in Brazil, exploring their theoretical and practical applicability in the pedagogical context. The work emphasizes the importance of playful learning in the construction of logical-mathematical knowledge and in the promotion of children’s cognitive, social and emotional skills. The methodological review adopts a documentary and descriptive approach, based on academic publications and electronic databases from the last 10 years. The processes of social interaction and learning are investigated, according to the theories of Piaget and Vygotsky, addressing the Zone of Proximal Development (ZPD) and children’s cognitive self-construction.
The findings highlight that games promote the integration of mathematical concepts, stimulate logical reasoning and contribute to the formation of identities and a positive self-image in children. In addition, the study highlights the importance of the teacher as a mediator of learning, when planning pedagogical strategies that consider the specific age groups and sociocultural context of the students.
The study also contextualizes the legal foundations of early childhood education, based on the LDB/96 and the National Curricular Reference for Early Childhood Education (RCNEI/98), which reinforce the importance of playful educational practices as a guiding axis for the integral development of the child. It is therefore recommended that teachers use games as a fundamental tool to enhance learning, respecting individualities and promoting a reflective and adaptive pedagogy.
Keywords: Early Childhood Education, Mathematical Games, Teacher Training, Cognitive Development, Educational Practices.
Reference :
BRITO, Andrea; ROSALINA, Lynn Alves. The use of mathematical games as teacher training: theory and practice in early childhood education in Brazil. Human Sciences, critical thinking and social transformation, chapter 3, p. 49-60. Accepted on January 21, 2025. Available at: https://doi.org/10.22533/at.ed.305112521013.
