Jogos, brinquedos e brincadeiras para o desenvolvimento de múltiplas inteligências na educação infantil

Abstract

This article aims to investigate how games, toys, and playful activities can contribute to the development of multiple intelligences in early childhood education, valuing playful practices that respect the diversity of children’s potentials and promote meaningful learning. Grounded in Howard Gardner’s Theory of Multiple Intelligences, the study discusses how play, in its various forms, supports children’s holistic development by stimulating cognitive, social, emotional, and motor skills. The research highlights the importance of an educational environment that recognizes play as an essential language of childhood, capable of enhancing different ways of learning and self-expression. In this context, the role of the educator stands out as a sensitive and intentional mediator who creates opportunities for rich and meaningful learning experiences. The study is based on a bibliographic investigation, drawing on classical educational theorists such as Piaget, Vygotsky, and Kishimoto, as well as Gardner’s foundational works and recent academic studies, ensuring theoretical consistency and contemporaneity. The findings support the integration of games, toys, and playful activities into the school routine as a means to promote inclusive, creative education focused on the full development of multiple intelligences in early childhood.