| Summary: | The purpose of this article is to reflect on the role of the childhood play culture in the
education of children, knowing that the play culture is a true immaterial heritage that is
transmitted and that according to different theories have a fundamental place in childhood. In
this sense, we proposed to do a mixed study based on the collection of opinions and
experiences of childhood teacher’s from the same region (n = 70) in order to know the value
given to children's play culture. We then confronted this information with the new curricula guidelines for pre-school education, currently followed in Portugal, and we tried to give a prominent place to the play as priorities of education. From an early age, in the school,
educators can propose and manage practices relevant through expressions – physical
education and arts (dramatic, musical and dance, visual arts) and their integration, childhood
professionals can propose some relevant practices.
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