La lúdica como estrategia pedagógica para desarrollar la dominancia lateral en niños de Educación Inicial.

Abstract

This article examines the role of play as a pedagogical strategy to strengthen the development of lateral dominance in preschool children. The research adopts a qualitative, descriptive approach, and a search for relevant studies was conducted using key terms and inclusion and exclusion criteria such as: "play activities," "lateral dominance in children," "pedagogical strategies," "play pedagogy," "child lateralization," and their English equivalents. Recognized academic sources such as SciELO and Google Scholar were utilized. Out of 81 primary studies, 34 that met the established criteria were selected. The results show that play and playful activities naturally and meaningfully enhance the development of coordination, spatial orientation, and psychomotor skills in children. This methodology stimulates lateralization in dynamic and motivating environments, promoting comprehensive learning that is adapted to the children's needs. Finally, the importance of pedagogical intervention based on playful activities is emphasized to foster balanced motor development during the early years of learning.