This project was developed with the aim of designing a proposal of pedagogical strategies from the ludic one to favor the integration of the students of transition to the school stage, for which the interpretive paradigm, a qualitative approach, a type of cross-sectional research or a nonexperimental design, the population consisted of 5 teachers, the sample was taken in a nonrandom and intentional way, obtaining as a result the lack of advice, guides and permanent teacher training, special attention to the fulfillment of the objectives of the national curriculum, lack of resources and spaces. Concluding that there is a lack of time and training of teachers to create and promote proposals, deriving this to the use of unsuitable strategies, therefore it is necessary to create a proposal adjusted to the needs detected. Keywords: Pedagogical practices, ludic strategies, integration. This project was developed with the aim of designing a proposal of pedagogical strategies from the ludic one to favor the integration of the students of transition to the school stage, for which the interpretive paradigm, a qualitative approach, a type of cross-sectional research or a nonexperimental design, the population consisted of 5 teachers, the sample was taken in a nonrandom and intentional way, obtaining as a result the lack of advice, guides and permanent teacher training, special attention to the fulfillment of the objectives of the national curriculum, lack of resources and spaces. Concluding that there is a lack of time and training of teachers to create and promote proposals, deriving this to the use of unsuitable strategies, therefore it is necessary to create a proposal adjusted to the needs detected.Este proyecto se desarrolló con el objetivo de diseñar una propuesta de estrategias pedagógicas desde la lúdica para favorecer la integración de los estudiantes de transición a la etapa escolar, para lo cual se utilizó el paradigma interpretativo, un enfoque cualitativo, un tipo de investigación transversal o un diseño no experimental, la población estuvo conformada por 5 docentes, la muestra fue tomada de forma no aleatoria e intencional, obteniéndose como resultado la carencia de asesorías, guías y formación permanente docente, especial atención al cumplimiento de los objetivos del curriculum nacional, carencia de recursos y espacios. Concluyéndose que hay carencia de tiempo y capacitación de los docentes para crear y fomentar propuestas, derivando esto a la utilización de estrategias no idóneas, por ende, se precisa crear una propuesta ajustada a las necesidades detectadas.