El juego como estrategia didáctica para el desarrollo de las habilidades sociales básicas de los niños de 4 años de la Institución Educativa Inicial N° 028 – Linderos
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2026-09-21
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Escuela de Educación Superior Pedagógica Pública Víctor Andrés Belaunde
Resumen
La presente investigación, tuvo como objetivo desarrollar las habilidades sociales básicas de los niños de 4 años de la Institución Educativa Inicial N°028 - Linderos mediante la estrategia didáctica del juego. La muestra fue veintitrés niños, un docente de aula y tres docentes de práctica. La metodología fue de investigación acción, desarrollando proyectos, sesiones y talleres de aprendizaje, cuyas estrategias didácticas incorporadas fueron los juegos de roles, dramatizaciones, construcción y supermercado, promoviendo la cooperación, empatía, comunicación, respeto, trabajo colaborativo y convivencia en el aula. Los resultados mostraron que el uso de la estrategia el juego permitió avances significativos en la interacción entre pares, quienes lograron expresarse con mayor seguridad emocional, compartir materiales, respetar turnos y resolver conflictos de manera pacífica. Asimismo, se generó un ambiente de confianza y motivación, promoviendo interacciones positivas mediante las actividades dentro aula. Se concluye que el juego, es una estrategia didáctica eficaz que favorece el aprendizaje y los aspectos socioemocionales.
The present research aimed to promote the basic social skills of four-year-old children at Initial Educational Institution No. 028 – Linderos through the didactic strategy of play. The sample consisted of twenty-three children, one classroom teacher, and three practicum teachers. The methodology employed was action research, through the development of projects, learning sessions, and workshops. The didactic strategies incorporated included role-playing, dramatizations, action games, and supermarket games, promoting cooperation, empathy, communication, respect, teamwork, and school coexistence. The results showed that the use of play as a strategy led to significant progress in peer interaction, enabling the children to express themselves with greater emotional confidence, share materials, take turns, and resolve conflicts peacefully. Furthermore, an atmosphere of trust and motivation was created, fostering positive interactions through classroom activities. It is concluded that play is an effective instructional strategy that supports both learning and socio-emotional development.
The present research aimed to promote the basic social skills of four-year-old children at Initial Educational Institution No. 028 – Linderos through the didactic strategy of play. The sample consisted of twenty-three children, one classroom teacher, and three practicum teachers. The methodology employed was action research, through the development of projects, learning sessions, and workshops. The didactic strategies incorporated included role-playing, dramatizations, action games, and supermarket games, promoting cooperation, empathy, communication, respect, teamwork, and school coexistence. The results showed that the use of play as a strategy led to significant progress in peer interaction, enabling the children to express themselves with greater emotional confidence, share materials, take turns, and resolve conflicts peacefully. Furthermore, an atmosphere of trust and motivation was created, fostering positive interactions through classroom activities. It is concluded that play is an effective instructional strategy that supports both learning and socio-emotional development.
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Juego, Estrategias didácticas, Habilidades sociales, Play, Didactic strategies, Social skills