La Lúdica como Recurso para el Aprendizaje de la Lectoescritura en la Educación Inicial

Reading and writing skills are fundamental for the development of meaningful learning in early education. For this reason, different studies have been carried out to determine the most effective strategies for their appropriation in children during early childhood. Based on these considerations, the objective of this article was to carry out a documentary review of play as a resource for literacy learning in early education. Thirty sources published between 2017 and 2023 were consulted where the different aspects derived from the central theme were addressed. The following search engines were used: Google Scholar; Redalyc; Dialnet and Scielo, among others. Inclusion was based on scientific publications published in the last 7 years, in Spanish, Portuguese and, to a lesser extent, in English. The results were grouped into three categories: gamification strategies; literacy learning and appropriation of literacy through play. In conclusion, it was found that strategies based on gamification generate meaningful and contextualized learning about literacy; however, in the early education teacher's praxis they are used as complements without approaching them as a methodology in their own right.