The Role of Play-Based Activities in Meaningful Learning: Evidence from Early Childhood Education in Public Schools of Northern Peru.

Abstract

This research highlights the importance of playful activities as an essential strategy for fostering meaningful learning in preschool children, contributing to the achievement of SDG 4, known as "quality education." The overall objective was to determine the influence of playful activities on meaningful learning in a public elementary school in Sullana. The study was conducted using a quantitative approach with a non-experimental design and correlational scope. A survey was administered to 40 preschool teachers. Non-probability sampling, either convenience or judgment, was used. The instrument was an adapted questionnaire with a Likert-type scale, structured in five dimensions to assess the variables: playful activities and meaningful learning. The results show a moderate-to-high correlation (r = 0.726; p < 0.05), demonstrating that the greater the use of playful activities, the higher the level of meaningful learning. It is concluded that play not only strengthens cognitive, social, and emotional skills but also promotes comprehension, creativity, and critical thinking. These findings reinforce the need to integrate playful approaches into the early childhood classroom as key tools for more active and transformative education.