Play and body in early childhood education: from productive frivolity and the disorder ordered to intensity

Abstract

The proposal is to analyze the theoretical and practical positions assumed about games in the “International Symposium of Initial Education: Pedagogical Challenges for the coming years”, organized in 2016 by the Ministry of Education and Sports of the Argentine Republic, together with the Organization of Ibero-American States for Education, Science and Culture (OEI), regarding the discussion about the mandatory nature of the three-year ward in Argentina. This event put at the center of the scene collective play experiences in early childhood education, experiences that in times of virtuality vindicate the bodily dimension and the construction of their availability to move and meet others.Starting from the idea that questions the (apparently) indissoluble relationship between play and early childhood education, the intention is to reflect on productive frivolity and disorder ordered (Kishimoto, 1998; Brougere, 1998), that is, the absence of consequences of the decisions made within the framework of what is allowed by the rules of the game, two characteristics that education (from Froebel to the present) has enhanced to include it in school proposals. Unraveling the need to think about play in education from and for child welfare, this essay proposes to emphasize the other side of the particularities mentioned, that is, intensity, to promote inclusive playful practices in early childhood education, healthy and contingent.