El juego cooperativo como estrategia pedagógica para fortalecer la inclusión

Abstract

This work is carried out based on action research as a methodology to identify the problem that affects school inclusion in the chosen population by proposing the following question: How to strengthen the educational inclusion of children in the Kindergarten Creating my first traces of the municipality of Ubaté, through the cooperative game as a pedagogical learning strategy? It seeks to strengthen school inclusion in children from 2 to 5 years of the garden Creating my first traces of the municipality of Ubaté, where inclusion must be experienced and promoted in daily scenarios, in places and activities developed on a recurring basis and that form part of the natural context of life of children in early childhood. In these experiences of daily life, “playing” emerges as a central concept of the activities in which boys and girls and their families develop as they are important agents in the lives of their sons and daughters. Similarly, instruments and techniques for data collection were implemented that demonstrate the need to train children in the acceptance of the other, learn to live together, and respect that everyone is different. Likewise, instruments and techniques were implemented that were used during the development of research for the collection of information which were: observation, which is a fundamental element in any research process, where it is a support to obtain the information; Observation has a huge advantage over other techniques, because it allows information to be collected in the same place where events occur.