Theorizations about the child's Play and Movent: implications for the pedagogical practice of Physical Education in Early Childhood Education and other problematizations

Abstract This article analyzes the theorization that has been undertaken about "playing and movement" and that can be considered as a possibility to support the intervention of Physical Education with Early Childhood Education. In methodological terms, it operates with some keys of reading and interpretation, attempting to understand childhood concepts; of body and movement which dialogue with "playing and moving", as well as identifying the definition of what would be the object of teaching Physical Education in Early Childhood Education and the definition of the teacher's role in this context. Then, it makes some considerations regarding the potentials, limits, and challenges of this theorization for Physical Education in Early Childhood Education.