PRAXIS IN EARLY CHILDHOOD EDUCATION: REFLECTIONS ON SUPERVISED INTERNSHIP AND EVERYDAY SCHOOL LIFE

Abstract

This study aims to reflect on praxis in Early Childhood Education based on the experiences gained during the supervised internship conducted between August and December 2025 at a municipal school in Mineiros, Goiás, Brazil. The investigation sought to understand the relationship between theory and practice in the school routine by analyzing how pedagogical strategies influence the cognitive, social, and emotional development of children enrolled in Kindergarten I and Kindergarten II. To this end, observations were carried out in different classrooms, pedagogical documents from the institution were analyzed, and participation in educational activities, including play-based projects, was undertaken. The findings indicate that, in certain contexts, there is a gap between the theoretical principles of Early Childhood Education and the practices implemented, particularly regarding the premature introduction of formal academic content. Conversely, practices that emphasize the use of concrete materials, play, and playful learning proved to be more effective in fostering meaningful learning experiences. Experiences involving body expression, interaction, and movement are particularly noteworthy, highlighting the importance of children's holistic development. Therefore, the study reinforces that Early Childhood Education should prioritize practices that respect the pace of childhood, value play, and promote meaningful learning, emphasizing that the integration of theory and practice is essential in teacher education.