El Juego Para Potenciar el Desarrollo Integral en las Dimensiones Socioafectiva y Ética en Niños y Niñas de Transición del Colegio Integrado Llano Grande, Sede Chocoíta, Girón, Santander

Abstract

Firstly, it is recognized that during early childhood it is essential to implement didactic, pedagogical strategies and other intervention methods in the classroom to promote human development and comprehensive training of children, who are in a crucial stage for their emotional education. Secondly, the game is considered a particularly effective pedagogical tool during this stage. Based on these premises, this research focused on a documentary review in order to analyze how play contributes to enhancing the comprehensive development in the socio-affective and ethical dimensions of boys and girls in transition. To this end, a qualitative, descriptive, and interpretive methodology was adopted, with the objective of identifying the points of convergence in the research conducted on socio-affective and ethical training in early childhood in rural contexts. The research process included a categorical analysis of fifteen studies, which made it possible to identify how the development of these dimensions is understood in transitional boys and girls, examine the relationship between play and their interaction with parents, and understand how the Play influences the expression of children's emotions. Likewise, this study generated a didactic-pedagogical proposal to work on the socio-affective and ethical dimensions in children in the transition grade of a rural school. Keywords: emotional education, socio-affective and ethical dimension, comprehensive education, human development.