Abstract
This study analyzed the impact of playful strategies on learning set theory concepts among early childhood education students. The research employed an applied methodology with a quasi-experimental design and causal-explanatory approach, utilizing census sampling of 19 students. The intervention involved implementing various playful strategies, including object classification games, interactive Venn diagrams, role-playing activities, and group competitions with challenges. Results demonstrated significant improvements across all evaluated dimensions, with an average increase of 39% in achievement levels and a direct positive impact, supported by a coefficient of determination R² of 0.518. The findings confirm that playful strategies not only facilitated mathematical knowledge acquisition but also contributed to the development of socioemotional skills, strengthening motivation, participation, and positive attitudes toward learning processes.
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