Children and everyday learning: games, communication and affective relationships

The theft of playful practices and disciplining through the body in many institutions of early childhood education are more than sporadic actions – they become something that is within normalcy. The main objectives of this article are: to promote a discussion and reflection on the disciplinarization of childhood through the control of children, either by spatial distribution, by teachers' behavior or by the persistence of historical paradigms that insist that the presence of play against learning and child development. Also, it seeks to alert and defend the importance of the playful in the training of children, refuting pressures, mainly external to the institutions of Early Childhood Education, which secondarily. It is based on the conception of children as subjects of rights – among them, the one of playing, secured by many legal documents that aim at the protection of the childhood. However, it should be noted that many institutions of early childhood education, which are under pressure from the neoliberal logic of national and international policies, are more concerned with the preparation of work than with the rights of children. In this sense, it is necessary that all who act directly with the children do not give up access to the play activity, since it is a child's right that needs to be guaranteed in the context of Early Childhood Education