PLAY AND GAMES AS MECHANISMS FOR PROMOTING LEARNING

This article addresses the theme of the didactic-pedagogical activity of playing and games as mechanisms capable of boosting learning possibilities and potentialities. Its scientific relevance lies in the aspect that it discusses, in depth and breadth, the influence of such actions on the cognitive domains. Its social relevance lies in the possibility of responding to family members about the impact of such practices on the formation of children's intelligence and creativity, reflecting on the formation of the adult personality. This is a bibliographical research, based on the pedagogical praxis of the authors and on the thoughts of authors who produced relevant scientific works in this field. For the child, play should represent a free action so that it can provide the child with a journey through the world of make-believe and, thus, in this symbolic game, the child has the freedom to create playful symbols that can function as an inner language, allowing him/her to relive and rethink interesting or impressive events. In order for children to have the opportunity to experience experiences that allow them to fully develop their body, mind and emotions, they must be provided with contexts in which they can run, jump, move with objects, jump over obstacles, climb, organize themselves in groups and fantasize. Fun, leisure and playing are rights guaranteed to all human beings, and when we see an apathetic child, isolated in a corner, without participating in any game, it raises concerns, because the child who does not play is being denied his or her right to childhood, whether by the family or the school. Therefore, it is still necessary to ensure this fundamental right, because through playing, games, toys and games, children discover themselves, fulfill themselves and are able to develop themselves fully.