FREE PLAY AS A CORNERSTONE OF SOCIAL-EMOTIONAL DEVELOPMENT IN LEVEL 2 CHILDREN

Abstract

The objective of this research study was to analyze free play from the perspective of a tool among Level 2 children; therefore, a mixed-methods approach with a descriptive scope was employed, using both quantitative and qualitative methods, which allowed for the collection of both qualitative and quantitative information on the research topic. The study population consisted of residents of the cantons of Sucre and San Vicente. Two data collection techniques were employed: a survey and interviews at various educational institutions in the cantons of Sucre and San Vicente. To verify the reliability of the survey instrument, Cronbach´s alpha coefficient was used, yielding a value of 0.960. It is concluded, that free play represents a fundamental pillar in the social-emotional development of Level 2 children because it helps strengthen skills that are essential for their personal and social development and future academic performance. Likewise, it is recognized as a pedagogical strategy that fosters holistic learning by promoting inclusive, dynamic, and enriching educational spaces where children actively participate in constructing meaningful learning experiences. For this reason, it is essential in early childhood education to encourage the development of spontaneous experiences of exploration, interaction, and learning. Through this activity, children develop skills such as autonomy, empathy, communication, cooperation, and emotional self-regulation-essential aspects for their adaptation and coexistence in various social and educational contexts. Key words: free play, reliability, techniques, early childhood education, level, personal development, residents, cooperation.