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This article focuses on the use of play strategies to improve learning in primary education students. Various studies have shown that play is intrinsically linked to human development and evolution at all stages of life (Vygotsky, 1978; Piaget, 1962). However, at school age, it takes on a fundamental role, as it constitutes one of the main forms of exploration and construction of knowledge in children (Bruner, 1983). In this context, the purpose of this study is to analyze various play strategies as pedagogical tools to strengthen learning in children between 5 and 10 years old. The main objective of this research is to search, review, classify, and analyze recent articles and research that address play as a teaching strategy in primary education. The aim is to establish how playful activities contribute to improved learning by promoting students' cognitive, social, and emotional development (Huizinga, 1955; Moyles, 2015). Qualitative research techniques were used, such as a review of specialized literature on play and its impact on teaching processes, the development of cognitive skills, and the formation of moral and social values. To understand the state of the art regarding play as a learning tool, research, selection, and analysis of research and articles addressing the use of playful strategies in primary education were carried out. The findings indicate that there are multiple perspectives on the use of play as a teaching strategy, highlighting the need to further explore its application to optimize learning in early childhood education.
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