This study is based on the premise that children are social agents who produce their own childhood cultures and that playfulness, understood as an intrinsic activity within the children's universe, is closely related to the playful dimension, involving not only the act of playing but also the experience of activities that awaken creativity, imagination, and the holistic development of children. The study also considers that, through this dimension, children learn in Early Childhood Education. The theoretical perspective adopted integrates the new social studies of childhood, in conjunction with Vygotsky's historical-cultural psychology, Brougère's socio-anthropological approach, as well as authors reflecting on play in Early Childhood Education, such as Kishimoto and Wajskop, among others. The objective was to analyze the conceptions of Early Childhood Education teachers and families of children in this stage of education regarding play and the playful dimension in childhood. The research utilized the technique of focus groups, where audio recordings of the participants' speeches were made and subsequently transcribed. The records were organized by themes for the construction of interpretative analyses. Overall, a diversity of interpretations and understandings regarding the role played by playfulness in childhood was observed, not only in its recreational aspect but also as a pedagogical tool and enabler of learning. While families emphasize directed playfulness in Early Childhood Education, teachers also perceive the function of free play in this stage of education. Conversely, challenges related to the increasing use of technology as entertainment by children highlight the need for a more balanced approach, with conscious supervision by family members and educators, aiming at ensuring that the benefits of technology do not compromise the physical, emotional, and social aspects associated with playful activities. Finally, it is suggested the implementation of programs that promote more enriching interactions between families and children through playful activities, as well as conducting on-site studies reflecting on issues that articulate the theme of play with other topics such as gender, race, or social class, focusing on the comparative analysis of family perceptions and Early Childhood Education professionals. This approach has implications for teaching practices in Early Childhood Education and can promote an important debate to ensure children's rights to education and play.