PLAYING AS AN INSTRUMENT FOR ASSESSING HIGH ABILITIES IN EARLY CHILDHOOD EDUCATION: AN ENCOUNTER BETWEEN DEVELOPMENT THEORIES AND PEDAGOGICAL PRACTICE

Abstract

This paper proposes an analysis of playing in Early Childhood Education as an instrument for assessing high abilities (HA), seeking to integrate developmental theories with pedagogical and psychological practice. Through an interdisciplinary approach, the study investigates how playful behavior can serve as an early indicator of children with HA, offering educators, psychologists, and specialists a new perspective on how to identify and understand these abilities outside of conventional assessment models. By examining rule creation, conflict resolution, creativity, and interpersonal skills during play, the article suggests that the Early Childhood Education environment can be a vital space for recognizing potential talents, providing a more inclusive education that is responsive to the needs of each child. The proposed theoretical reflection aims to contribute to a more integrated pedagogical training that is sensitive to the development of high abilities, broadening the understanding of the topic and promoting more assertive educational practices.