El rol del juego como estrategia metodológica en la construcción de aprendizajes en educación Inicial

This study analyzes the role of play as a methodological strategy in the construction of learning in early childhood education in public institutions in Ecuador. A mixed-method approach with a non-experimental, cross-sectional design was applied, combining qualitative observation and interview techniques and quantitative Likert-type scales. The study involved 12 teachers and 90 children aged 4 to 5 years. The results show that play, especially in its symbolic and motor forms, is widely used by teachers and valued for its impact on attention, motivation, socio-emotional development, and conceptual understanding. However, limitations were identified in the integration of digital play and in systematic pedagogical planning. It is concluded that play represents a transformative pedagogical tool, provided it is guided by a clear didactic intention, ongoing teacher training, and institutional policies that favor its application. The study contributes to strengthening the playful approach as the basis for meaningful learning in childhood.