Objective:

The papers aims at assessing the reliability of a strategy for introducing play in preschool centers. The strategy is based on pedagogical a model a model that describes the logic of the introduction as a ludic activity in the educational process of four to five years old children.

Methods:

The pertinence of the descriptors and tools to be used was assessed by expertise interviewing and critical opinion and collective construction workshops. The strategy reliability assessment was completed with a pedagogical experiment (four groups of Solomon) with children of four to five years old attending to preschool centers of following the “Educa a tu Hijo” program at the Camagüey city.

Result:

The findings revealed significant differences in pre-school chess introduction descriptors in the experimental groups as compared to the control groups, therefore the impact of the pedagogical strategy and the relevance of the experiential-modeling method were confirmed. in the initiation of Chess in the educational process of boys and girls from four to five years.

Conclusion:

The achievements in the introduction of chess playing in preschool-age suggests the significance of chees initiation a ludic possibility in the educational process of preschool education.

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