Estrategias lúdicas y trabajo con familias para mejorar la convivencia escolar de niños de 4 años en la Institución Educativa Inicial N° 053 de Jaén
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2026-07-01
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Escuela de Educación Superior Pedagógica Pública Víctor Andrés Belaunde
Resumen
La investigación aborda el problema de la convivencia en niños de cuatro años de la Institución Educativa N° 053 de Jaén con el objetivo de mejorarla a través del uso de estrategias lúdicas y el trabajo con padres de familia. La investigación fue realizada con la metodología y enfoque epistémico de la investigación acción, haciendo uso de la observación participante como técnica, así como, de diarios de campo y ficha de observación como instrumentos de recojo de información, además se utilizó la fotografía y la entrevista. Los resultados de las evaluaciones realizadas antes y después de la ejecución del plan de acción, muestran avances significativos, ya que en la evaluación de entrada la mayoría de estudiantes (61%) se ubicó en el nivel “inicio”, en cambio en la evaluación de salida, la mayoría avanzó al nivel “proceso” (57%) y “logrado” (43%) en cuanto a práctica de actitudes y comportamientos que favorecen una sana convivencia escolar. Se concluye que un plan de intervención pedagógica basado en estrategias lúdicas, complementado con trabajo colaborativo con las familias a través de talleres y salidas de integración, resulta efectivo para moderar conductas y actitudes que contribuyen a una sana convivencia escolar en niños de educación inicial.
This research addresses the problem of coexistence in four-year-old children at Educational Institution No. 053 in Jaén, with the aim of improving it through the use of playful strategies and work with parents. The research was conducted using the methodology and epistemic approach of action research, making use of participant observation as a technique, as well as field diaries and observation sheets as instruments for collecting data, in addition to using photography and interviews. The results of the evaluations carried out before and after the execution of the action plan show significant progress. In the initial evaluation, the majority of students (61%) were placed at the "beginning" level. However, in the exit evaluation, the majority advanced to the "process" (57%) and "achieved" (43%) levels in terms of practicing attitudes and behaviors that promote healthy school coexistence. It is concluded that a pedagogical intervention plan based on playful strategies, complemented by collaborative work with families through workshops and integration outings, is effective in moderating behaviors and attitudes that contribute to healthy school coexistence in children in early childhood education.
This research addresses the problem of coexistence in four-year-old children at Educational Institution No. 053 in Jaén, with the aim of improving it through the use of playful strategies and work with parents. The research was conducted using the methodology and epistemic approach of action research, making use of participant observation as a technique, as well as field diaries and observation sheets as instruments for collecting data, in addition to using photography and interviews. The results of the evaluations carried out before and after the execution of the action plan show significant progress. In the initial evaluation, the majority of students (61%) were placed at the "beginning" level. However, in the exit evaluation, the majority advanced to the "process" (57%) and "achieved" (43%) levels in terms of practicing attitudes and behaviors that promote healthy school coexistence. It is concluded that a pedagogical intervention plan based on playful strategies, complemented by collaborative work with families through workshops and integration outings, is effective in moderating behaviors and attitudes that contribute to healthy school coexistence in children in early childhood education.
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Convivencia escolar, Estrategias lúdicas, Trabajo con familias, School coexistence, Playful strategies, Work with families