El juego como estrategia didáctica en niños de 3 a 4 años de educación inicial

Abstract

The current research work entitled, The game as a teaching strategy in children from 3 to 4 years of initial education, Machala 2024, was born from the need to apply new learning methodologies that motivate children to learn from a good state of mind. encouragement, having as a general objective: Determine the importance of using games as a teaching strategy in children from 3 to 4 years old for the comprehensive development of children. To achieve this goal, quantitative research was used, with a correlational scope and non-experimental design, that is, without manipulation of variables, collecting statistical data through observation and interview techniques, using as instruments: a questionnaire of questions. closed and two non-participatory observation guides, which were applied in a sample of 2 teachers and 40 early education children, from the Cleopatra Fernández de Castillo Basic Education school. After the application of the instruments, the main finding was the lack of knowledge and the lack of application of Didactic Strategies during classes, which, by proposing learning based mainly on neuroscience, constitutes a transcendental curricular innovation to strengthen cognitive skills in students. infants. Concluding that applying teaching strategies based on this methodology is optimal for the learning process in early childhood children. In this sense, a training workshop on Play as a Teaching Strategy was proposed to strengthen the cognitive area, aimed at early education teachers.