O brincar e o desenvolvimento da autonomia da criança: um relato de experiência na educação infantil

Abstract

This experience report aims to analyze the role of free play in the development of children's autonomy in Early Childhood Education. The study, which adopted a qualitative and descriptive approach, was conducted at a Municipal Early Childhood Education Center in Maceió, Alagoas, from August to October 2025, through observations and field diary records during free play time in the courtyard. Theoretically, the work is grounded in the contributions of Wallon (1975), Brougère (1998), and the Reggio Emilia approach, as well as in Brazilian educational legislation and documents specific to Early Childhood Education (Brazil, 1996; Brazil, 2010; Brazil, 2018). The results and discussion, illustrated by play situations involving unstructured objects such as MDF pieces, a tree trunk in the garden, and games like bowling showed that free play is a privileged space in which children express their autonomy by making decisions, negotiating rules, resolving conflicts, and cooperating with peers, with minimal adult intervention. It is concluded that valuing free play and intentionally organizing the environment, understood as a “third teacher,” are crucial for integral development, strengthening children's agency, self-confidence, and social skills.