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Early-grade literacy remains a concern for Panamanian education systems, and play has gained ground as a way to bring children closer to written language. This research set out to analyze third-grade teachers' perception of the use of play-based strategies in the classroom and their impact on student learning. A quantitative approach was adopted, with a descriptive scope, a non-experimental design and a cross-sectional cut. The sample comprised eight third-grade teachers from a public school in the Las Cumbres area, Panamá Norte district, province of Panamá, selected by convenience; each one answered a Likert-type questionnaire whose items were processed through frequencies and percentages. The findings revealed a favorable, multidimensional perception: 87.5% of teachers linked play activities to greater attention and concentration, the same share agreed on their effect on creativity, and all of them observed a positive change in students' attitudes toward learning. Motivation and participation received high ratings, although concentrated in partial agreement. It was concluded that teachers recognize the pedagogical value of play, even though collaborative practices and assessment against external standards remain to be systematized.
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