Juegos lúdicos para mejorar la convivencia escolar en los niños de 4 años de la I.E.I.P.S.M. Agropecuario Toribio Rodríguez de Mendoza
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2026-07-14
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Escuela de Educación Superior Pedagógica Pública Víctor Andrés Belaunde
Resumen
La investigación tuvo como propósito mejorar la convivencia escolar aplicando juegos lúdicos como estrategia didáctica en los niños de 4 años. Se utilizó metodología cualitativa, de tipo investigación-acción, con una muestra en la cual participaron 20 estudiantes y 3 docentes del nivel inicial, aplicando la técnica de observación, cuyos resultados de diagnóstico de inicio indica que la mayoría de los estudiantes se encontraban en nivel de inicio. Luego de aplicar los juegos lúdicos 14 de 20 niños, que constituye la mayoría, transitaron al nivel logrado. Se concluye que la mejora significativa de la convivencia de niños de 4 años se logra con la planificación curricular participativa y contextualizada de proyectos y sesiones de aprendizaje implementadas con juegos lúdicos como estrategia didáctica; enriquece el proceso de acompañamiento del docente e incrementa su interacción con todas las personas, la construcción colectiva y participativa.
The study aimed to improve school coexistence by applying play-based activities as a didactic strategy in 4-year-old children. A qualitative, action-research methodology was used with a sample of 20 students and 3 early childhood teachers. Following the observation technique, the initial diagnosis showed that most students were at the 'beginning' level. After applying the pedagogical games, 14 out of 20 children, which represents the majority, moved to the 'achieved' level. They concluded that social coexistence in 4-year-old children is significantly improved through participatory and contextualized curricular planning of projects and learning sessions implemented with educational games as a teaching strategy; it enriches the teacher's guidance process and increases children's interaction with others, as well as the collective and participatory construction of all.
The study aimed to improve school coexistence by applying play-based activities as a didactic strategy in 4-year-old children. A qualitative, action-research methodology was used with a sample of 20 students and 3 early childhood teachers. Following the observation technique, the initial diagnosis showed that most students were at the 'beginning' level. After applying the pedagogical games, 14 out of 20 children, which represents the majority, moved to the 'achieved' level. They concluded that social coexistence in 4-year-old children is significantly improved through participatory and contextualized curricular planning of projects and learning sessions implemented with educational games as a teaching strategy; it enriches the teacher's guidance process and increases children's interaction with others, as well as the collective and participatory construction of all.
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Juegos lúdicos, convivencia escolar, educación inicial, Recreational games, school coexistence, rly childhood education