El juego como estrategia metodológica desde inicial hasta básica

This study examines play as a pedagogical tool in early childhood and primary education through a mixed-methods approach combining qualitative and quantitative methods. Interviews and observations were conducted with 10 teachers (5 from early years and 5 from primary), alongside academic and socio-emotional assessments of pupils, to analyse how playful activities impact learning. The findings show that teachers value play and implement strategies adapted to each group, using symbolic, manipulative and rule-based games that increase participation, cooperation and creativity. Quantitative data reveal significant improvements: basic concept comprehension increased from 65% to 85%, logical thinking rose from 60% to 82%, problem-solving improved from 58% to 80%, cooperation grew from 55% to 78%, empathy advanced from 50% to 75%, self-regulation increased from 52% to 77%, confidence rose from 57% to 79%, and motivation grew from 60% to 83%. Regular implementation of play enhances pupils' autonomy and strengthens cognitive and socio-emotional skills. The findings confirm that play is a fundamental educational resource, capable of generating lasting learning and supporting holistic development across diverse school contexts