There is a misconception that still circulates out there: that playing is the opposite of studying.
In practice, the science of child development points to precisely the opposite. For a child in early childhood, the game is not a break from learning, it is learning itself. It is through play that they develop language, reasoning, coordination, self-control, and the ability to relate to others.
And that is no small feat. Research indicates that the first years of life are the period of greatest brain plasticity in human existence. What happens in this phase, inside and outside the classroom, leaves deep marks on long-term development.
In this article, you will discover that:
- Games and play in early childhood education are not entertainment resources, but pedagogical tools with scientific and regulatory backing recognized by the BNCC;
- Gamification in school goes far beyond making learning fun: it activates higher cognitive functions such as planning, working memory, and problem-solving;
- Different types of games develop distinct and complementary competencies, and understanding this difference helps educators and families choose the right experiences for each phase;
- Practical and applicable examples show how to transform simple play into activities with clear pedagogical objectives, without giving up childhood spontaneity;
- A school that incorporates playfulness in a structured way into the curriculum forms more autonomous, creative children who are prepared for the academic and social challenges to come.
What science and the BNCC say about games in early childhood education
The importance of games and play in early childhood education is not just a pedagogical intuition. It is backed by both science and Brazilian educational legislation. The National Common Curricular Base, known as BNCC, recognizes interactions and play as structuring axes of early childhood education. The document points out that it is through these experiences that children appropriate knowledge, build identity, and develop their first ways of understanding the world.
From a scientific point of view, studies published by the American Academy of Pediatrics demonstrate that active play stimulates the development of the prefrontal cortex, the brain region responsible for impulse control, planning, and decision-making. In other words, a child who plays well is, at the same time, strengthening the neurological foundations of critical thinking.
Research conducted by Adele Diamond, a neuroscientist at the University of British Columbia, reinforces this understanding by showing that structured playful activities improve the so-called executive functions, which are essential cognitive skills for learning, focusing, and self-regulating behavior. These same functions are directly associated with academic success in the following school stages.
What gamification is and why it goes beyond digital
Gamification, or ludification, is the application of game elements and dynamics within the learning process. It is not limited to technology or screens: it can be implemented with simple materials, in the school yard, or in the classroom itself. What defines gamification in school is not the medium, but the logic: clear objectives, defined rules, progressive challenges, immediate feedback, and active engagement from the participant.
When these elements are present, learning happens in a more meaningful way because the child is not passively receiving content—they are solving problems, making decisions, and experiencing consequences in real time.
Some of the competencies developed through gamification include:
- Logical reasoning and strategic thinking;
- Concentration capacity and sustained attention;
- Development of oral and written language;
- Fine and gross motor coordination;
- Social skills such as cooperation, respect for rules, and tolerance to frustration.
Types of playful games and what each one develops
Not every game develops the same skills. Knowing the categories helps educators and families create more intentional and balanced experiences for children.
1. Symbolic or pretend games
They stimulate creativity, language, and the ability to represent the world internally. They are fundamental for emotional development and identity construction.
2. Rule-based games
They develop logical thinking, self-control, and the ability to deal with limits and with others. Board games, collective play, and dynamics with defined objectives fit here.
3. Constructive games
They involve assembling, creating, and transforming materials. They stimulate concentration, applied creativity, and fine motor coordination. The maker culture, which encourages children to build and reframe everyday objects, has a strong connection to this category.
4. Movement games
Play that involves the whole body, such as tag, obstacle courses, and dragon’s tail. They work on coordination, balance, body awareness, and socialization.
12 games and play activities to apply in early childhood education
Below is a selection of activities with clear pedagogical objectives, applicable in different contexts and age groups within early childhood education.
1. Letter fishing
Children draw a number and use a clothespin to fish the corresponding amount of letters from a container. The activity develops fine motor coordination, letter recognition, and stimulates word formation. It is also an invitation to reframe everyday objects.
2. Syllabic tic-tac-toe
A simple board on cardstock and syllables written on colorful bottle caps are enough to transform a classic game into a literacy tool. Each player places a syllable, and the first to form a word wins. The teacher can adapt the syllables to the reading level of each class.
3. Reading dice
Create a chart in which each word is associated with a combination of a number and a color. Then, children roll two dice, one numbered and one colored, to determine which word they need to find and read on the chart. Using the chart, the teacher can propose challenges such as identifying letters and syllables, forming sentences, or creating short stories. This activity playfully integrates math and language, helping develop reading skills, logical thinking, and creativity.
4. What sound is that?
Blindfolded, children try to identify sounds produced by the teacher or classmates. The game sharpens auditory perception, stimulates concentration, and can be done in person or remotely.
5. Tag
Simple, classic, and effective. It develops quick reasoning, sense of direction, self-confidence, and body awareness. It is one of the play activities with the greatest impact on the motor and social development of young children.
6. In-the-middle (Bobinho)
In a circle, a child in the center tries to intercept the ball moving between classmates. Whoever missed the last play takes the place of the one in the middle. The pedagogical distinction is clear: there are no fixed winners, and the game teaches that fun does not depend on competition.
7. Colorful path
With washable paint, children dip their feet and form a path on brown paper. The activity works on sensory perception, artistic expression and, depending on the teacher’s approach, can involve sequences, patterns, and spatial notions.
8. Sensory box
Objects of different textures and sizes are hidden in a box with an opening for the hand. Blindfolded, the child touches, describes, and tries to identify each object. It is a rich activity for developing descriptive language and tactile perception.
9. Little bunny leaves the burrow (Coelhinho sai da toca)
Every child has a burrow except one. At the teacher’s command, everyone switches places, and someone is always temporarily left without a burrow. The game works on quick decision-making, strategic thinking, and the notion that there are always other ways to achieve a goal.
10. Hot or cold
An object is hidden and the commands “hot” or “cold” guide the searching child. It can be done individually or in groups, with variations that stimulate teamwork and collaborative communication.
11. Obstacle course
Physical challenges in sequence, with time tracking, develop body awareness, coordination, perseverance, and team spirit. It is one of the activities with the greatest potential to work on healthy competition and individual overcoming.
12. Dragon’s tail
Indicated for children aged 3 to 4, the game forms a single file line where the “head” tries to catch the “tail” while everyone moves together. It develops attention, balance, collective coordination, and the experience of belonging to a group with a common goal.
How to structure games in early childhood education with pedagogical intentionality
Applying games and play in early childhood education with real results requires more than choosing fun activities. There must be intention behind each proposal. This means thinking about which skills the play will develop, how the teacher will mediate the experience, how mistakes and successes will be leveraged as learning moments, and how the activity connects with the stage’s curricular objectives.
A practical example: imagine a class of 4-year-olds participating in an obstacle course. In addition to the evident motor development, the teacher can leverage the activity to work on sequencing, temporal language like “before” and “after”, counting, comparing results, and emotional regulation when facing the frustration of not having the best time. The same play activity, with intentional mediation, can become a rich and meaningful multidisciplinary experience.
Do games in early childhood education have backing in Brazilian legislation?
Yes. The National Common Curricular Base recognizes interactions and play as structuring axes of early childhood education, pointing out that it is through them that children appropriate knowledge and develop essential skills.
What is gamification in school and how does it differ from traditional games?
Gamification in school is the application of game dynamics and elements, such as objectives, rules, progressive challenges, and immediate feedback, within the learning process. It can be done with digital resources or simple materials, and what defines it is the logic of active engagement, not the medium used.
From what age can educational games be applied?
From the nursery. The first forms of play are sensory and motor, and they progressively evolve into symbolic, constructive, and rule-based activities as the child develops. Each phase has its own needs and possibilities.
How to know if a game is fulfilling a pedagogical objective?
When the teacher is clear about which skill the activity develops, how they will mediate the experience, and how they will leverage moments of mistake and success as learning. Pedagogical intentionality is what transforms a play activity into an educational tool.
Are competitive games recommended for early childhood education?
With appropriate mediation, yes. Healthy competition teaches how to deal with limits, frustration, and overcoming. The important thing is for the focus to be on the process and not just on the result, and that cooperation is valued as much as individual achievement.
Conclusion
Games and play in early childhood education are not a secondary resource. They are the natural language of young children and, when applied with pedagogical intentionality, become one of the most powerful instruments of development a school can offer. An education focused on forming autonomous, creative, and socially capable children needs to take playfulness seriously. And this begins with choosing an educational model that understands playing not as a break, but as an essential part of the journey.
St. Nicholas School integrates playfulness into the international IB curriculum from the early years, in an environment complete with infrastructure and pedagogical strategies designed for the development of each child.
Schedule a visit and see up close how learning and playing go together here.
