“O ESPAÇO FÍSICO NA EDUCAÇÃO INFANTIL: CONTRIBUIÇÕES PARA O DESENVOLVIMENTO INTEGRAL DA CRIANÇA”

Abstract

The Course Completion Paper titled “The Physical Environment in Early Childhood Education: Contributions to the Child’s Holistic Development” aims to analyze how the organization of the school environment influences the teaching–learning process and the holistic development of children. The research discusses the historical trajectory of Early Childhood Education in Brazil, marked by the transition from an assistance-based model to an educational approach that recognizes the child as a subject of rights—active, curious, and a protagonist of their own learning.

Grounded in theorists such as Loris Malaguzzi (1999), Maria da Graça Souza Horn (2004), and Lev Vygotsky (1998), the study considers the physical environment as a “third educator,” interacting with children and educators while stimulating cognitive, affective, social, motor, and cultural dimensions. Based on observations carried out during the internship, the author identifies that spacious, welcoming, and intentionally designed environments foster autonomy, creativity, a sense of belonging, and social interactions, whereas restricted and poorly organized spaces limit educational experiences.

The work also highlights the importance of integrating indoor and outdoor areas, allowing contact with nature, movement, and free play—essential aspects of child development. It concludes that the school’s physical environment should not be understood merely as a backdrop, but as an active pedagogical resource that communicates values, promotes meaningful learning, and contributes to a child-centered pedagogy aligned with the guidelines of the Brazilian National Common Curriculum Base (BNCC).