SOCIO-EMOTIONAL DEVELOPMENT IN CHILDHOOD - PLAYFUL-PEDAGOGICAL STRATEGIES: A REVIEW OF THE LITERATURE

Abstract

In a Hispanic educational context, a significant gap persists regarding the integration of emotional teaching practices to Spanish language speakers. Although its importance is recognized, existing proposals tend to be isolated or merely symbolic. It is urgent to make a transition towards a school culture in which children’s emotional development becomes a specific, visible and sustained priority within the curriculum. In response to this need, this study aims to identify, analyze and synthesize research focused on the use of playful-pedagogical strategies to strengthen socioemotional skills in childhood. A qualitative approach using a literature review model was adopted in order to do this. Ninety percent of the studies published between 2020 and 2025 in validated academic databases were selected, prioritizing documents that articulated play and emotional education on a childhood level. The search was conducted through combined equations of relevant key words. The analysis of 50 documents allowed noting a methodological variety approach, with a predominance of a qualitative approach (90%). Experiences in countries such as Colombia, Mexico, Peru, Chile and Argentina were identified. The topics were grouped into three main areas: student-centered socioemotional education, effective teaching practices, and playful strategies as a means for emotional development. The findings revealed that the play enhanced skills such as self-regulation, cooperation and decision-making. Furthermore, it highlights the need to adapt these strategies to specific cultural contexts to achieve a major impact. In conclusion, the playful component emerges as a key tool for fostering a more human and integral education.