Explorar, Jugar y Aprender Enseñanza del Cuerpo Humano Desde Una Perspectiva Lúdica.

Abstract

This working paper systematizes a pedagogical experience carried out in a rural context with early childhood students, aiming to explore how playful and participatory strategies contribute to the teaching of scientific content. The central thesis argues that meaningful learning in early childhood is enhanced when educational environments integrate play, exploration, and active participation. A qualitative methodology was applied through a systematization process structured in three phases: information gathering, critical reconstruction, and pedagogical reflection. Data collection techniques included field diaries, participant observation records, informal interviews, and analysis of children's productions. Key findings reveal that play-based approaches, grounded in learning theories such as those of Ausubel, Bruner, and Kolb, promote cognitive, emotional, and social development, enabling a deeper understanding of scientific phenomena through meaningful experiences. Furthermore, the study highlights a transformation in pedagogical practices toward more active, creative, and context-sensitive methodologies.