LEVERAGING TRADITIONAL PERUVIAN GAMES AS INTANGIBLE CULTURAL HERITAGE FOR PEDAGOGICAL INNOVATION IN EARLY CHILDHOOD EDUCATION

This study analyzes traditional Peruvian games from two perspectives: as intangible cultural heritage and as a pedagogical strategy in early childhood education. From a qualitative perspective and through a case study in a Peruvian public educational institution, traditional play practices integrated into the classroom were examined, considering their impact on cultural identity, socioemotional development, and family–school bonding. The results show that traditional games operate as living cultural devices that strengthen collective memory, intergenerational transmission, and community cohesion. In addition, their systematic integration has been shown to promote processes of self-regulation, cooperation, and conflict resolution during childhood. The analysis reveals coexistence with contemporary digital dynamics, which highlights the need for a pedagogical balance between tradition and modernity. In the context of the international debate on educational heritage, the Peruvian experience shows that cultural heritage can be operationally integrated into the curriculum, contributing to cultural sustainability and comprehensive education from early childhood.