El juego libre y dirigido; una herramienta dinámica para potenciar el aprendizaje en estudiantes de 3 años

Objective: This study investigated how free and guided play function as dynamic tools to enhance holistic learning in three-year-old students, analyzing their impact on cognitive, psychomotor, emotional, and social development. Methodology: A qualitative approach with a descriptive design was employed, working with eleven three-year-old students from "Initial A" of the Pedro Vicente Maldonado Mindo School over five weeks. Sessions lasting forty to fifty minutes were implemented three times a week, applying various types of games (free, directed, and cooperative) with appropriate play materials. Direct observations, field notes, photographic documentation, and descriptive qualitative analysis of the behaviors and skills developed were conducted. Results: Significant advances were identified in autonomous thinking, spontaneous problem-solving, fine motor skills, creativity, and emotional regulation. Outdoor games received the highest score (9.7) in concentration, fun, and learning. Directed games showed a reduction in execution times (from 170 to 135 total minutes), evidencing familiarity and greater skill. Progress was observed in attention, memory, mathematical language, and emotional control. Conclusions: The balanced combination of free and guided play strengthened the children's self-esteem, autonomy, and active participation, confirming its value as an essential pedagogical strategy in early childhood education. It is recommended to systematically integrate them into curricular planning, train teachers, and involve families in playful activities that reinforce child development.