Unstructured play material in the educative practice within the first cycle of pre-school education: its applications from different methodological perspectives and its contribution to the development of children's abilities. Case study in the region de Madrid

Abstract

In the current educational context oriented towards learning situations, the use of unstructured play material stands out as a pedagogical tool of great relevance. This research focuses on analysing its application in a public nursery school for children from 0 to 3 years old. Through a methodological approach based on case studies and the use of observation, questionnaires, interviews and documentary review in an innovative nursery school, it is shown that it is feasible to develop skills through a learner-centred approach based on free play from an early age. The results highlight how unstructured play material contributes to children’s holistic growth in an environment that encourages autonomy and experimentation. The findings highlight its versatility in education, its ability to address challenges, its influence on children’s individual development and its systemic impact on the educational process. In summary, this research underscores the educational value of unstructured play material, showing its adaptability and its potential to enrich children’s learning through discovery and exploration.