Directed play as a pedagogical strategy for the development of creative skills in children from 3 to 4 years of age

Abstract

DOI: https://doi.org/10.46296/rc.v8i15.0353

Directed play has been consolidated as a fundamental pedagogical strategy in early education, especially for the development of creative skills in 3- and 4-year-old children. According to Vygotsky (1978), play is an essential means for learning, as it allows children to explore, experiment and express their creativity in a safe and structured environment. Creative activities in this context should be varied and stimulating. They should encourage imagination, problem solving and collaboration. Examples include role-playing, where children assume different characters, and art activities, such as painting or building with blocks. These activities not only promote creativity, but also develop social and emotional skills, essential at this stage of development (Berk, 2013). Assessment of creative skills in children of this age should be observational and formative. Educators can use simple rubrics that consider aspects such as originality, expression, and participation. Therefore directed play is a powerful tool for cultivating creativity in early education, providing a space where children can explore and develop their skills in a playful and meaningful way.

Keywords: stimulus, strategy, skills, game, gameplay, impact.