PLAYFUL STRATEGY TO PROMOTE THE DEVELOPMENT OF AUTONOMY IN CHILDREN AGED 4 TO 5 YEARS

Abstract

DOI: https://doi.org/10.46296/yc.v10i18.0849

Abstract

From the perspective of holistic early childhood development, autonomy is recognized as an essential element for children's cognitive, affective, and social growth. In Ecuador, only 48% of children aged 3 to 5 years achieve independence in basic activities, suggesting a significant pedagogical gap at the Lorenzo Luzuriaga Educational Unit in Portoviejo. In this context, the objective of this research was to design a structured play-based strategy to foster the development of autonomy in 4- and 5-year-old children. A mixed-methods descriptive-longitudinal approach was adopted with a population of 60 children and two teachers; the sample included 20 children assessed using checklists and two teachers interviewed with a semi-structured guide. The results reveal a unanimous recognition of the importance of play as a means to promote autonomy, although this recognition is limited by the availability of materials and the children's spontaneous participation. The findings indicate that play-based strategies, when designed and applied in a structured manner, are effective in strengthening self-care, organizational, self-efficacy, and decision-making skills. It is concluded that the implementation of specific play-based activities significantly contributes to the development of children's autonomy in educational settings.

Keywords: autonomy; play strategies; child development; play.