La lúdica como estrategia pedagógica para fortalecer la convivencia en niños de transición en contextos rurales.

Abstract

School coexistence in early childhood is constructed through pedagogically mediated relational experiences rather than spontaneously. This study aimed to analyze how play-based activities contribute to strengthening school coexistence among transition-grade children at Institución Educativa Técnica Agropecuaria La Inmaculada, María Auxiliadora campus, located in the rural area of Yopal, Casanare. A qualitative approach was adopted under a critical-reflective action-research design, involving eight students and the classroom teacher as researcher. Data were collected using techniques and instruments such as systematic observation, field notes, follow-up and checklist rubrics, and a guided playful conversation, enabling a situated and progressive understanding of the group’s relational dynamics. During the diagnostic phase, difficulties were identified in social interaction, emotional regulation, respect for agreements, conflict resolution, and dependence on teacher mediation, revealing that school coexistence was in a process of construction. Based on these findings, the implementation phase consisted of a sequence of contextualized play-based workshops aimed at fostering respect, empathy, solidarity, cooperation, and group participation. The results revealed progressive improvements in peer relationships, reflected in increased cooperation, mutual support, organized participation, acceptance of rules, and enhanced emotional expression. These findings demonstrate that pedagogically mediated play constitutes a privileged context for relational learning in early childhood. In conclusion, play-based strategies, situated in the rural context and intentionally integrated into teaching practice, enhance school coexistence by providing meaningful experiences of interaction, care, and collective construction of social life.