Pereira, Márcio CunhaRibeiro, Gabriele GomesDuarte, Kaylla Rebeca LopesOliveira, Márcia Silva2026-08-142026-08-142026https://repositorio.ifrr.edu.br/handle/123456789/385From the perspective of meaningful learning, play-based activities emerge as an indispensable didactic tool in the school context, as they contribute to the child's holistic development. This research aims to analyze the importance of play-based activities in the teaching-learning process during the early years of elementary education. A qualitative bibliographic research method was employed; data collection relied on books, monographs, and articles addressing the subject. The theoretical framework was grounded in the work of authors such as Huizinga (2004), Piaget (1975), Vygotsky (1998), Kishimoto (2017), and Luckesi (2002), among others. The study of relevant literature revealed that the strategic use of play as a didactic resource not only sparks student interest in activities but also fosters affective, cognitive, and social development. Consequently, the results indicate that play-based activities should not be viewed merely as a pastime; rather, they are underpinned by a theory that values them as a driving force for learning. Thus, incorporating play-based approaches into teaching during the early years of elementary education enables students to become active participants in their own learning process, where the combination of enjoyment and knowledge allows learning to occur spontaneously and meaningfully.pt-BRAttribution-NonCommercial-NoDerivs 3.0 BrazilEducação no ensino fundamentalLudicidadeEnsino-aprendizagemtcc_graduacaoCIENCIAS HUMANAS::EDUCACAOCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM