La metodología juego trabajo y el desarrollo de la autonomía en los niños del subnivel preparatoria

Abstract

In early childhood education, the game-work methodology is a very valuable tool to apply in the classroom, as it provides multiple benefits for both teachers and students. The objective of this work is to determine the relationship that exists between the work-game methodology and the development of the autonomy of high school children, considering that this method contributes widely to the teaching-learning process, for this reason this project aims to publicize the importance to promote the development of the autonomy of the students through playful resources established in the learning corners of construction and science using active strategies that allow the student to learn through play, with enthusiasm, happiness and fun, awakening their interest in returning to the classrooms day after day in order to guarantee a comprehensive education. In this research work, the hypothetical-deductive method was used, and it was developed based on the descriptive correlational design with a quantitative approach. Likewise, a structured interview was used with the respective questionnaire to verify the knowledge of the teachers about the application of the work-game methodology in the development of the contents of the high school curriculum, in the same way an observation guide was executed and the analysis of the plans to corroborate the information obtained in the interview and compare the responses of the teachers with what is shown in the classroom, for this there was a population of 93 people from whom a small sample of 3 teachers and 28 high school students due to what happened worldwide by COVID 19. Through the game-work methodology and its main objective should be aimed at developing their skills and abilities, making them build their own knowledge, for this reason it is essential that teachers are continuously trained and are suitable for the changes and updates that arise. in the educational field. Starting from this, the idea of proposing teacher training through the execution of theoretical and practical workshops arises.