The Construction of Teacher Identity through Playfulness and Experimentation in Early Childhood Education

Abstract

The supervised internship is a central component of teacher education, as it enables the articulation between theory and practice within the real school context. This study aims to analyze pedagogical practices and report the experiences lived during the Supervised Internship in Early Childhood Education II, carried out by undergraduate students in a Pedagogy program at the State University of Mato Grosso, in a municipal school in Sinop–MT, Brazil, in 2025. A qualitative approach was adopted, characterized as field research. Data were produced through field diaries, observation records, lesson plans, photographic records, and reflective notes, totaling 20 hours of observation and 20 hours of teaching practice in a class of 28 children aged 4 to 5 years. The results highlighted the relevance of diversified practices such as storytelling, musical activities, field trips, hands-on activities, and guided play, which promoted participation, interaction, and children’s cognitive, social, and emotional development. Greater engagement was observed in activities involving oral language, music, and concrete experiences. Challenges related to planning systematization and the need for constant adaptation to daily school conditions were also identified. The internship is concluded to be a space for learning and critical reflection, contributing to the construction of professional teacher identity and to the understanding of intentional and flexible planning in early childhood education.