El juego como estrategia para fortalecer la interculturalidad en niños de 4 a 5 años de edad de la Unidad Educativa Particular "Hermano Miguel" de la ciudad de Machala en el periodo 2021-2022
The game is a fundamental educational tool for the teacher and the child, because it helps in the achievement of significant learning; however, there is neglect in the promotion of intercultural games, both in practice and in didactic materials. The present research project analyzes the game as a di...
Պահպանված է:
| Հիմնական հեղինակ: | |
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| Ձևաչափ: | bachelorThesis |
| Լեզու: | spa |
| Հրապարակվել է: |
2022
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| Խորագրեր: | |
| Առցանց հասանելիություն: | http://dspace.unach.edu.ec/handle/51000/9641 |
| Ցուցիչներ: |
Ավելացրեք ցուցիչ
Չկան պիտակներ, Եղեք առաջինը, ով նշում է այս գրառումը!
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Ավելացրեք ցուցիչ | Ամփոփում: | The game is a fundamental educational tool for the teacher and the child, because it helps in the achievement of significant learning; however, there is neglect in the promotion of intercultural games, both in practice and in didactic materials. The present research project analyzes the game as a didactic strategy, to favor interculturality in the learning of children from 4 to 5 years of age of the "Hermano Miguel" Private Educational Unit in the city of Machala, within the period 2021-2022. In addition, it examines the impact produced by the game as a mechanism for the development of intercultural attitudes and minds, not only in children, but also in teachers. Methodologically, a non-experimental design based on the observation of students' attitudes and behavior in the classroom was used. The tools used for data collection were the following: an interview with the teacher, a checklist for the students, and an observation form for the teacher and students. According to the teacher's perspective, there are students from diverse cultures, who are being given the importance and space they deserve through integrating programs that include social activities. However, it was evidenced that the teacher's play strategies were not varied or updated, being monotonous and not suitable for the age and culture of the classroom members; however, most of the children perform adequately in expressing their emotions and respecting diverse criteria. It is concluded that play is key in the integral development of infants because it promotes the development of motor, cognitive and socioemotional skills; therefore, the use of this tool, within teaching, is necessary to strengthen the theme of interculturality inside and outside the classroom. Applying games in learning would achieve a harmonious coexistence where respect for cultural diversity and its environment prevails |
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