ISSN: 2641-9130
Authors: Rivero I
This writing refers to the position taken at table of play of the International Symposium on Early Childhood Education: Pedagogical Challenges for the coming years, organized 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 obligatory of the three years classroom in Argentina. The presentation puts collective play experiences in early childhood education at the center of the scene, experiences that, in times of virtuality, claim the bodily dimension and the construction of their availability to move and meet others. Starting with the question, why play in early childhood education? I stop to analyze frivolity and order, two benefits that education has highlighted to include it in educational proposals. I will move forward untangling the bodily availability that promotes that decision, and presenting data that show the need to think about the game in education from and for child wellbeing. I conclude by emphasizing the other side of the aforementioned benefits, that is, intensity and innovation, to promote more inclusive, healthy and humane playful practices in early childhood education.
Keywords: Virtuality; Education; Argentina; Early Childhood
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