The role of play as a pedagogical mediator in synchronous virtual learning in early childhood education

Abstract

This study analyzes the role of play as a pedagogical mediator in synchronous virtual learning among children in early childhood education. In the context of contemporary digital education, playful strategies have gained relevance as didactic resources that promote active participation, motivation, and meaningful learning at early ages. The research was conducted under a mixed-method approach, with a descriptive and field-based design, involving students, teachers, and families in the educational process. Data collection occurred via either direct-observation or by providing participants with pre-structured questionnaires to complete before they went into a play-based learning experience (PBLE). The results of this research suggest that there are positive relationships between the inclusion of play and the development of children's cognitive/social/emotional skills, and greater engagement/interaction during the PBLE assignment for all students. Limitations identified included limited access to technology, poor Internet connection (or Wi-Fi), and limited synchronous session time. It is concluded that play constitutes an effective pedagogical strategy to enrich learning in virtual contexts, fostering meaningful experiences adapted to current educational demands.