AS CONTRIBUIÇÕES DO BRINCAR HEURÍSTICO NO DESENVOLVIMENTO DAS CRIANÇAS E O OLHAR ATENTO DOS EDUCADORES

This article discusses heuristic play as a relevant pedagogical approach in Early Childhood Education, focusing on children’s integral development and protagonism from early infancy. The study aims to analyze the contributions of the treasure basket, heuristic play, and experimentation trays to children’s learning, as well as to reflect on the role of adults in this process. The research adopts a qualitative, exploratory, and descriptive approach, based on a bibliographic review of academic works and normative documents addressing play, childhood, and contemporary pedagogical practices. The results indicate that heuristic play promotes autonomy, curiosity, exploration, and active knowledge construction, while enhancing cognitive, motor, sensory, social, and emotional development. The findings also show that the educator’s role as an attentive observer and facilitator, combined with intentional organization of environments and the use of non-structured materials, strengthens playful experiences and supports more sensitive and inclusive pedagogical practices. The study concludes that heuristic play is a powerful pedagogical resource whose implementation requires investment in continuous teacher education and institutional commitment, contributing to the guarantee of learning rights and to a child-centered Early Childhood Education.