El juego infantil como estrategia pedagógica para el desarrollo de habilidades sociales en los niños de 4 a 5 años de Educación Inicial.

Abstract

This research project was conducted on CHILDREN'S PLAY AS A PEDAGOGICAL STRATEGY FOR THE DEVELOPMENT OF SOCIAL SKILLS IN CHILDREN AGED 4 TO 5 YEARS IN EARLY CHILDHOOD EDUCATION. There is already evidence to support this issue, which mentions that play is not used as a pedagogical tool to strengthen social skills in children. The objective of this study was to analyze the influence of play as a pedagogical strategy in the development of social skills in children aged 4 to 5 years. The research approach is quantitative, the type of study is descriptive and non-experimental in design. The population selected from the institution consists of five teachers from the early childhood education sublevel 2 and a total of 125 students aged 4 to 5 years old, for which a sample of 40% was taken, resulting in 50 students, 10 students per classroom who were chosen at random. Similarly, three instruments were applied: an interview with closed questions and an observation guide for teachers, and an observation guide for students in early childhood education level 2. Based on the application of the instruments, it was identified that teachers tend to include routine games that cause children to lose interest and, above all, various conflicts between children are evident. For this reason, a teaching guide was designed with activities that allow children to enhance their social skills through play. It was concluded that the influence of play at this age allows for the strategic development of children's social skills, because through the experiences gained through play, children will internalize this learning, which will allow them to establish positive relationships with their environment and their peers throughout their lives.