| Summary: | This paper presents results of a Masters research performed in a children's education school located in a
neighborhood located on the outskirts of a city in the West, to find that there was a need to understand
and integrate interactivity as spurred playfulness. From that fact, the objectives that guided the
dissertation were deepening the knowledge and understanding of social relations (interactivity) among
adults/children, children/adults and children/infant pairs, with a view to promote playfulness, through
activities and recreational resources that were diverse and meaningful to children. Based on the Sociology
of childhood, in qualitative research and methodology of action research, dialogue was used with children
and teachers; the observations; the photos; the notes in the field journal. As a result, from tapers of
interpersonal ties, stood out: advances in the production of a research conducted with children and not
only about them; the emphasis on interactivity, that through the accounts of children was seen as a cause
for "joy" by them or by the characters in the stories; and the desire and the other children sequence
request for research/games to expand and failed to take into account also the elementary school. The
interactivity and playfulness are based structuring axes of the cultures and the axes of the national early
childhood education curriculum guidelines (DCNEI) and are present in several legal documents. More than
law, constitute children's specificities and should, therefore, be understood and valued. We highlight that
the interactivity and playfulness complement each other, since the joke is not innate, but cultural element
that needs to be taught/learned/recreated.
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