El juego como motor del desarrollo social y cognitivo en niños y niñas en la primera infancia

Introduction. To generate meaningful learning and comprehensive development in children, play must be incorporated, it is essential that they participate in it, developing different skills and understanding their environment. This study aims to explore how generating playful interactions in pedagogical practices contributes to the social and cognitive development of children, according to nursery schoolteachers working in kindergartens and nursery schools in the city of Temuco. Method. The methodology used in this study is qualitative, through semi-structured interviews with professionals who are part of the pedagogical teams of Kindergarten Education. Results. According to the educators interviewed, play is considered a key tool for learning and development, although there are still challenges in its implementation and valuation in educational centers. Discussion. Two types of play are identified, free and guided, the former encourages autonomy and creativity, while the latter focuses on learning specific objectives. Both are complementary for a balanced development where the role of the educator is fundamental as mediator and facilitator of safe and stimulating environments. Conclusion. It is concluded that play plays an essential role as an educational tool, beyond being just a recreational activity. In addition, the importance of the educator in guiding and mediating these activities, enhancing their benefits for children's learning and development, is pointed out.