Play as a fundamental strategy in early childhood education
DOI:
https://doi.org/10.63688/654yts07Keywords:
play, early education, child development, systematic review, play-based learningAbstract
This study analyzes play as a fundamental pedagogical strategy in early childhood education and its impact on the integral development of children. Through a systematic review of scientific literature published between 2020 and 2026, the main contributions of play-based learning in the cognitive, socio-emotional, motor and communicative dimensions are identified. The research was developed under a qualitative descriptive-analytical approach, following the PRISMA guidelines, with the selection of 18 studies from indexed databases. The results show that play favors motivation, active participation, creativity and the development of executive functions such as attention, memory and self-regulation. Likewise, the role of the teacher as a mediator in the planning of meaningful play experiences is highlighted. However, challenges such as limited teacher training and the scarcity of teaching resources are identified. It is concluded that play is essential for quality early education.
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Copyright (c) 2026 Maricela Basantes Moreano, Daysy Margoth Herrera Lasluisa, María Norma Albán Yanchapanta, Águeda Lucía Chicaiza Chiluiza, Rosy Moya Soria (Autor/a)
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