Impact of playful strategies on group learning in early childhood education

This study analyzed the impact of playful strategies on learning set theory concepts among early childhood education students. The research employed an applied methodology with a quasi-experimental design and causal-explanatory approach, utilizing census sampling of 19 students. The intervention involved implementing various playful strategies, including object classification games, interactive Venn diagrams, role-playing activities, and group competitions with challenges. Results demonstrated significant improvements across all evaluated dimensions, with an average increase of 39% in achievement levels and a direct positive impact, supported by a coefficient of determination R² of 0.518. The findings confirm that playful strategies not only facilitated mathematical knowledge acquisition but also contributed to the development of socioemotional skills, strengthening motivation, participation, and positive attitudes toward learning processes.