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With the passing of time, technological, scientific, and humanistic changes, specifically in the field of education, have made great progress, especially in the methods used by teachers in their pedagogical work, in preschool education, the play-work methodology has emerged as a trategy to optimize children's learning experiences, thus making them more meaningful and exciting, thus avoiding the routine education that kept the child passive and without the opportunity to exploit their potential.
Therefore, this study focuses on knowing the importance of the play-work methodology and the relationship it has in the development of cognitive abilities in preschool children. A descriptive study with a quantitative approach was carried out and a structured survey with 10 questions related to the topic under investigation was used as a tool for data collection. This instrument was applied to 40 teachers of the Penonomé district, but it was only fully answered by 20 preschool teachers from these schools.
The results determined that 65% of teachers consider that the play-work methodology develops skills in preschool children, it is worth mentioning that 35% indicate that this methodology does not contribute or does not enhance any skills in preschool children. 50% of the respondents indicate that this methodology provides or enhances the cognitive skills necessary for children at this educational level, which indicates that there are teachers who do not use it, therefore, it is necessary to make known how important it is for the child. That this methodology be resumed in the classroom, which is of many benefits for them.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.
