El juego como estrategia didáctica para el desarrollo lógico matemático en niños de educación inicial.

Abstract

In early childhood education, play is an invaluable resource. From this perspective, this research aims to determine the effectiveness of play as a didactic strategy for logical-mathematical development in young children. The research explores how ludic activities can improve skills such as spatial reasoning, pattern recognition, and mathematical problem-solving. This study is characterized by a qualitative approach based on literature review analysis. Information was gathered from the digital database of the Catholic University of Cuenca, including SciELO, Redalyc, RRAAE, and Scopus, which provided relevant and up-to-date information on the variables under study. The results reflect the benefits of play, and the challenges associated with implementing ludic methodologies. In conclusion, play is a highly effective didactic strategy that not only improves children's logical-mathematical skills but also supports their social and emotional development. However, to maximize its benefits, addressing challenges related to resource limitations, resistance to methodological change, and the need for teacher training is essential. The structured integration of play into the educational curriculum and the adaptation of activities to different learning styles and paces are crucial for promoting comprehensive and meaningful development in early childhood education.