Playful strategies as a pedagogical pillar in early childhood education during COVID-19

Abstract

Introduction: The study aimed to characterize play practices in Special Language Schools in the commune of Valparaíso during the COVID-19 pandemic. It was based on the recognition that kindergarten education should guarantee equity, inclusion and socioemotional wellbeing in a context of health emergency. The research was based on a Chilean regulatory framework that included the General Education Law and decrees No. 83, 170 and 1300, which regulated curricular adaptations and the care of students with Specific Language Disorder (SLD).

Development: The analysis showed that playful practices - games, art, dramatization, sports and singing - constituted pedagogical resources that favored significant learning, motivation, self-regulation and integral development. It was observed that these strategies were articulated with the Universal Design for Learning (UDL), which made it possible to make methodologies more flexible and eliminate barriers. During the pandemic, virtuality implied the intensive use of digital technologies, curricular reorganization and constant support to families, while face-to-face learning gradually returned thanks to vaccination campaigns and the implementation of health protocols.

Conclusions: The research evidenced that playfulness was a pedagogical pillar that made it possible to sustain the continuity of learning under exceptional conditions. Although virtuality made it possible to safeguard health and maintain formative processes, it also exposed inequalities in connectivity and challenges in teacher training. In contrast, face-to-face learning favored social interaction and community cohesion. In short, playful practices were consolidated as essential strategies to guarantee quality and inclusion in early education, demonstrating their potential to face educational crises and project improvements in the future.