Abstract: The present research aims to highlight the importance of games, entertainment and play for the development of the teaching-learning process of children in preschool using the Nossa Senhora do Bom Conselho Municipal School as a case study. Supporting texts by authors such as Kishimoto (2001), Kramer (2006), Oliveira (2001), Campos (2002). To understand the role of play in children’s education, we used studies by Huizinga (2002), Kishimoto (2001), Kramer (2000). Content analysis and theorists such as Piaget (1986) and Vygostsky (2007) helped to understand the process of child development. As for the recognition and trajectory of Early Childhood Education, support came from the Federal Constitution (CF) 10/05/88, LDBEN 9394/86, Curricular Reference for Early Childhood Education (RCNEI), References for Teacher Training (1999), documents , through written records, The methods used for data collection were direct observations and interviews. The first took place through monitoring the practice of the teachers investigated, and the second occurred at the end of the field research. The data were systematized into analysis categories and interpreted in light of the theories addressed. The results allow us to point out that teachers who experience play in their daily school lives value play for its own sake and provide themselves and their students with the experience of play. Whereas, a teacher who has physical difficulties, who values play as a pedagogical purpose, and who does not like playing, will be unlikely to develop a play experience, making it impossible for her students to experience play.

Keywords: Early Childhood Education. Playfulness. Learning.