Diana Beatriz Gutiérrez JácomeGuillermo CisnerosPazos CarrilloR. SalazarMónica Viviana Chulca Sigcha2026-03-222026-03-22202510.71112/17rc6306https://doi.org/10.71112/17rc6306https://andeanlibrary.org/handle/123456789/78505This study analyzes the impact of play as a pedagogical strategy to enhance neurodevelopment in early childhood education. Using a qualitative and phenomenological approach, it aimed to understand how playful experiences stimulate motor, cognitive, linguistic, and socioemotional areas in children aged 4 to 5 years. Observation checklists based on the AQ-3 Child Development Test were applied before and after a structured intervention involving play-based activities. The results show a significant improvement in gross and fine motor coordination, communication, and problem-solving skills, confirming the effectiveness of play in strengthening executive functions and brain plasticity. Additionally, favorable progress was observed in social skills, empathy, and emotional self-regulation. In conclusion, play constitutes an essential neuroeducational tool that promotes integral learning and should be systematically incorporated into the early childhood curriculum as a transversal axis of child development.Socioemotional selectivity theoryPsychologyDevelopmental psychologyIntervention (counseling)CurriculumTest (biology)Transversal (combinatorics)Early childhoodGross motor skillExecutive functionsarticle