El juego como estrategia didáctica para fortalecer el desarrollo integral en los niños y en las niñas de preescolar de la I.E.D. Edgardo Vives Campo de Santa Marta

Abstract

This study contains the investigative process carried out in the I.E.D. Edgardo Vives Campo from the city of Santa Marta, which focuses on the study that was carried out to teachers and students on the game as that strategy that allows enriching academic activities in a playful and practical way, in such a way that they are classes more striking and attractive for learners. Initially, a study was carried out on what games were, on how this aspect is very relevant in the learning of infants and in such a way it can allow them to be people capable of learning in a playful way, not necessarily in a professorial and daily way as it is currently being handled. This topic was very clear when it was presented to the educational community, since it gave rise to the development of the research. However, the game could be studied as a knowledge strengthening strategy, to allow us to understand that through games you can learn, they can serve as a teaching method. For this reason, this research was developed from the qualitative approach, an interpretive paradigm and an ethnographic method. Of which were the guidelines to collect and get involved with the educational community, directly and precisely, so that it could be recognized, valued and identified what they know, what knowledge they have about this teaching strategy, or if it is involved as a propitious strategy to enrich the learning of infants. For the data collection of this research to be more effective, different instruments were applied, such as non-participant observation and the interview, which allowed us to reconstruct the information collected in the process, and achieve the expected results, since through this it was possible to know the feelings of the students and teachers, of how they sensed that the classes were, if they needed to be changed or continue with the same mechanics, if in reality the activities were learned easily or if some students had deficiencies due to said understanding. Thanks to the analysis of results, it was possible to observe which was the point of view of the teachers, in order to be clear and precise, which would allow innovation in preschool education. Within the framework of references, various perspectives or theoretical components are exalted, which provided input to expand the object of study of this research, it was also possible to build pedagogical contributions that framed the study. In order to have a fundamental basis to support this research, in such a way that it could be known what many authors consider pertinent for the learning of students and that today is not valued and recognized, since a preschool education needs many mechanisms and strategies for overcoming the learning of infants who are just beginning to know their environment and context. For this reason, an educational booklet was left in the I.E.D. Edgardo Vives Campo from the city of Santa Marta, so that the teachers through it could plan their activities, there are going to know what activity to handle to know the numbers, to identify the phonemes, to contextualize the children in the concepts basic both mathematics and Spanish. In order that teachers can implement these guidelines in their classes, thus strengthening the learning of students and enriching them in values through games.