La lúdica como potenciadora activa en el aprendizaje socioafectivo en niños de 4 a 5 años

Abstract

Play has been one of the most important factors in the development of human beings since ancient times. For this reason, in this essay we carried out a bibliographic investigation about how it influences the socio-affective development of children when implemented as a didactic methodology for activities within the classroom, because it is understood that the socio-affective development is something innate and it is not more than the growth of the affectivity and it should be stimulated since it is only a baby, for such a reason it is that the game to more of being an activity of recreation, when implementing it within the educational field becomes the most practical and amusing form to acquire knowledge, it is for this reason that the author Erik Erikson in his theory of psychosocial development mentions eight stages of which four are based on the first childhood such as confidence vs. mistrust, autonomy vs. shame and doubt, initiative vs. guilt, industriousness vs. inferiority Likewise, it is determined that some particularities in terms of affectivity are based on the development of their family and social education, which incur in the structuring of the psychosocial aptitudes of the infants. All this learning leads to the fact that in the future they will be able to relate in an affectionate way with the beings that surround them, as a result, the playfulness includes an essential axis since it will allow an important contribution in the integral development of the child, where both parents and teachers intervene, who form the bases of knowledge in the human being.