Experiências sensoriais na educação infantil: corporeidade, construção do conhecimento e desenvolvimento integral na primeira infância.
Year: 2026
Type: article
Abstract: This article analyzes the relevance of sensory experiences in Early Childhood Education, emphasizing their contributions to knowledge construction, corporeality, and holistic child development in early childhood. It is based on the understanding that children learn about and interpret the world through relationships established with people, objects, spaces, and different materials, mobilizing their body, senses, emotions, and language. This qualitative and exploratory bibliographic research is grounded in developmental psychology, early childhood education, and Brazilian regulatory documents. The dialogue with Piaget, Vygotsky, and Wallon provides complementary perspectives on children's agency, social mediation, and the integration of movement, affectivity, and intelligence. The study also considers contributions from Kishimoto, Buss-Simão, Lage and Guedes, and Freitas, Almeida, and Talamoni, as well as the National Curriculum Guidelines for Early Childhood Education (DCNEI) and the National Common Curricular Base (BNCC). The analysis demonstrates that sensory experiences should not be reduced to occasional or merely recreational activities, but rather understood as intentionally designed educational situations in which children explore, formulate hypotheses, establish connections, communicate perceptions, and expand their forms of participation in the world. It concludes that valuing the body and the senses requires pedagogical planning, a variety of experiences, attention to individual child needs, and the inseparable integration of education and care.
Source: Revista fisio&terapia.
DOI: 10.69849/ez221f43
Language: English
Subfield: General Arts and Humanities
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7225398300