Análisis de la práctica pedagógica basada en el juego y su influencia en el proceso de aprendizaje en los estudiantes de preescolar en la Institución Educativa C.T de Quito.

Abstract

This study analyzes the implementation of play based pedagogy implementation of as a central strategy in the teaching-learning process at the preschool level of the C.T. Educational Institution in Quito. Recognizing play as an essential pedagogical tool for children's holistic development, the research explores the perceptions of teachers, administrators, and parents, as well as observed classroom practices. Using a mixed-methods approach (qualitative and quantitative), the findings reveal that although there is theoretical recognition of the value of play, its application in classrooms remains limited due to traditional conceptions and a lack of adequate didactic resources. Results show that the intentional integration of play fosters cognitive, emotional, and social development in students, emphasizing the need to strengthen this methodology through teacher training, curriculum adaptation, and active community involvement. The study concludes that play-based pedagogy not only enhances educational quality but also promotes more meaningful, inclusive, and contextually relevant learning experiences in early childhood education.