Playful activities for the development of creative thinking in students

Abstract

Introduction: This study focuses on determining how play-based activities foster the development of creative thinking in elementary school students at the Washington Pazmiño Vargas Educational Unit, where a predominance of traditional methodologies that limit this development has been identified. Materials and methods: The research employed a qualitative, bibliographic, and field approach, with a descriptive level and inductive methodology. The sample was a purposive, non-probabilistic sample of 30 participants (teachers and students) from a population of 93. Data collection techniques included direct observation of students using an observation guide and a semi-structured interview with teachers. Results: Observation revealed high student participation in manipulative and sensory play-based activities (e.g., modeling clay, crafts, LEGO building blocks), which were rated as "very satisfactory." Conversely, more abstract or structured activities (e.g., word searches, riddles, puppet making) generated less interest. The interviews showed that teachers predominantly use gamification and value approaches such as cooperative and experiential learning. Discussion: The results confirm that hands-on, playful activities are more effective in stimulating creativity at this educational stage, aligning with theories that prioritize tangible experimentation. Teachers' preference for gamification and active learning reflects an understanding of its potential, although its implementation is limited by material and infrastructure constraints. Conclusions: Playful activities, especially hands-on and sensory ones, are crucial for developing creative thinking. Overcoming material barriers and promoting the systematic integration of these methodologies into curriculum planning are recommended to enhance creativity in the classroom.