The Formation of Neural Networks through Play in Early Childhood Education

Abstract

This scientific article aims to propose pedagogical guidelines for implementing play as a didactic tool for the cognitive, emotional, and social development of preschool children in early childhood education. The study employs a qualitative, documentary, and field approach. The documentary phase involved a review of scientific studies, theoretical frameworks, and background information related to play in the formation of neural networks. The field phase consisted of interviews with seven teachers, who participated in a focus group. These interviews were conducted at two educational institutions: The Eduardo Manzano Ángulo Elementary School and the Santa Teresa de Jesús Early Childhood Education Center, both located in the city of Durán. This allowed for the collection of direct observations on pedagogical practices. The results showed that the majority of the interviewed teachers recognized play as a primary strategy for promoting meaningful learning and developing and motivating various skills. There is a discussion about its benefits in neuronal development, since several of the teachers interviewed gave more priority to the cognitive area and others to the socio-emotional area; this reflected a variety of approaches. Practices such as role-playing and dramatization were also identified. In conclusion, integrating play as a central pedagogical element in early childhood education is presented as an effective strategy for enhancing socio-emotional skills and learning, thus supporting a comprehensive and high-quality education. Play facilitates the creation of neural networks, since the involvement of emotional and sensory experiences promotes connections that involve attention.