La lúdica como recurso pedagógico e innovador en el desarrollo de la atención en niños de 3 a 5 años.

Abstract

This research examines play as a pedagogical and innovative resource for the development of attention in children aged 3 to 5 years at the “Simón Bolívar” General Basic Education School. The study is based on the need to transform traditional teaching practices which, in many educational contexts, remain rooted in repetitive, lecture-based, and minimally stimulating methods for early childhood. In response to this reality, play emerges as a key strategy to enhance sustained attention, active engagement, and intrinsic motivation in preschool learners by integrating purposeful play with educational objectives tailored to children's developmental stages. The methodology follows an empirical-inductive approach with a descriptive scope and a quantitative design. Data collection techniques included semi-structured interviews with four early childhood educators and the systematic application of an observation guide during classroom sessions with a sample of 100 children aged 3 to 5. This combination of instruments allowed for data triangulation and provided a comprehensive understanding of children’s attentional behaviors in response to different pedagogical strategies, as well as the identification of both effective practices and areas requiring improvement. Initial diagnostic results revealed that conventional pedagogical methods—primarily based on verbal instructions and worksheet activities—tend to limit the development of sustained attention. In contrast, structured play-based activities—including role-playing, cooperative dynamics, manipulative materials, interactive storytelling, and cognitive challenges—doubled the average time of concentration and fostered greater enthusiasm, engagement, and willingness to learn. Additionally, significant improvements were observed in active participation, peer interaction, and problem-solving autonomy. Furthermore, participating teachers expressed high motivation to implement innovative practices; however, their training in neuroeducation and neurodidactics was limited. To address this need, a training program was developed consisting of seven workshops focused on enhancing pedagogical competencies. These workshops covered theoretical foundations of childhood attention, strategies based on triadic sequences, use of multisensory materials, and peer mentoring processes aimed at ensuring innovation sustainability and reinforcing collaborative teaching practices. The proposed intervention was deemed technically, economically, socially, and environmentally viable, as it promotes the use of recyclable materials, leverages existing school infrastructure, and encourages collaboration among teachers, families, and students. Moreover, it aligns with the principles of inclusive education and a rights-based approach, recognizing play as a fundamental right of early childhood. Key conclusions highlight that the systematic incorporation of play in instructional planning transforms the classroom climate, strengthens cooperative participation, stimulates children’s natural curiosity, and lays solid foundations for later learning across cognitive, social, and emotional domains. The findings also demonstrate that a play-based pedagogical approach not only improves attention spans but also creates meaningful, enjoyable, and lasting learning experiences. Finally, it is recommended to institutionalize daily blocks of structured play as a regular component of the curriculum and to establish a permanent system of teacher support, supervision, and continuous training in order to consolidate a pedagogical culture that embraces play as a fundamental tool for holistic child development.