Aplicación de Estrategias Lúdicas Basadas en Neuroeducación para el Fortalecimiento del Desarrollo Socioemocional en Niños de Educación Inicial

Gloria Verónica Miranda Borja; Sonia Georgina Macas Chuncho; Narcisa de Jesús  Ramírez Motoche; Diana Carolina Fajardo Chicaiza; Blanca Azucena Caballero Burgos

doi:10.70577/ASCE/1254.1275/2025

Authors

Gloria Verónica Miranda Borja Ministerio de Educación del Ecuador https://orcid.org/0009-0000-0344-0923
Sonia Georgina Macas Chuncho Ministerio de Educación del Ecuador https://orcid.org/0009-0001-5557-7996
Narcisa de Jesús Ramírez Motoche Universidad Indoamérica https://orcid.org/0009-0006-1306-1410
Diana Carolina Fajardo Chicaiza Ministerio de Educación del Ecuador https://orcid.org/0009-0007-6611-4325
Blanca Azucena Caballero Burgos Ministerio de Educación del Ecuador https://orcid.org/0009-0005-7429-9601

DOI:

https://doi.org/10.70577/ASCE/1254.1275/2025

Keywords:

Playful strategies, neuroeducation, socio-emotional development, early childhood education, emotional self-regulation, meaningful learning, emotional bonds.

Abstract

This study aimed to examine the effects of employing play-based tactics rooted on neuroeducation principles on the socioemotional development of preschool children. A pedagogical intervention was implemented utilizing fun activities aimed at enhancing emotional regulation, empathy, self-esteem, and social skills, grounded in neuroplasticity and play as a foundational tool in early childhood development. The study employed a mixed-methods strategy utilizing a quasi-experimental pretest-posttest design alongside a control group. The sample comprised 60 children aged 4 to 5, evenly divided between the experimental and control groups. Employed strategies encompassed symbolic play, rhythmic activities, cooperative dynamics, and mindfulness exercises, utilizing visual, aural, and kinesthetic cues that engage several neural circuits associated with emotional processing. Validated instruments, including observation measures, organized teacher interviews, and narrative records, were employed. The findings indicated statistically significant enhancements (p < 0.05) in emotional expressiveness, impulse regulation, and prosocial conduct in the experimental group relative to the control group. Furthermore, there was an enhancement in intrinsic motivation and an increased readiness to learn within structured play settings. The research demonstrates that incorporating neuroeducational play strategies effectively promotes comprehensive socioemotional development in early childhood, endorsing its systematic integration into early childhood education curricula to facilitate the creation of significant and emotionally nurturing learning experiences.

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