Juego libre y desarrollo emocional de los estudiantes de educación inicial 5 años en la I.E. N° 17001 - Jaén
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2025-12-10
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Escuela de Educación Superior Pedagógica Pública Víctor Andrés Belaunde
Resumen
El presente trabajo académico tuvo como objetivo contribuir en el proceso de acompañamiento durante la práctica del juego libre en los estudiantes de 5 años de educación inicial de la I.E. N° 17001, Jaén, favoreciendo su desarrollo emocional. La metodología corresponde a la investigación descriptiva, a partir de la observación realizada a seis niños de 5 años de manera extraescolar, se estructuró en tres fases o momentos: antes, durante y después, el propósito de recolectar, producir y sistematizar información fue comprender la influencia del juego libre en el desarrollo emocional de los estudiantes, resaltando la filosofía del enfoque Pickleriano y los aportes de Myrtha Chokler. Se analizaron las implicancias educativas del juego libre en el desarrollo emocional. Los resultados demostraron que las interacciones durante el juego favorecen competencias psicomotoras y sociales esenciales, promoviendo relaciones interpersonales saludables y un sentido de pertenencia entre los niños. Se concluye que durante el juego libre los niños experimentan una amplia gama de emociones, como alegría, frustración y sorpresa, en un entorno que pueden controlar. Además, desarrollan su coordinación motora, su creatividad y el pensamiento crítico. Ayuda a aprender a controlar y regular las emociones, celebrar los logros y afrontar las dificultades con resiliencia.
The general objective of this academic work was to contribute to the critical analysis of the process of supporting the practice of free play in 5-year-old students of early education at I.E. N° 17001 in Jaén, to promote their emotional development. The methodology corresponds to descriptive research structured in three phases or moments: before, during and after, with the purpose of collecting, producing and systematizing information to understand the influence of free play on the emotional development of students, highlighting the philosophy of the Picklerian approach and the contributions of Myrtha Chokler. The educational implications of free play in emotional development were analyzed. The results showed that interactions during play favor essential psychomotor and social skills, promoting healthy interpersonal relationships and a sense of belonging among children. In conclusion, free play improves skills such as motor coordination and creativity, by converting simple materials into complex projects, supporting cognitive development and emotional self-regulation.
The general objective of this academic work was to contribute to the critical analysis of the process of supporting the practice of free play in 5-year-old students of early education at I.E. N° 17001 in Jaén, to promote their emotional development. The methodology corresponds to descriptive research structured in three phases or moments: before, during and after, with the purpose of collecting, producing and systematizing information to understand the influence of free play on the emotional development of students, highlighting the philosophy of the Picklerian approach and the contributions of Myrtha Chokler. The educational implications of free play in emotional development were analyzed. The results showed that interactions during play favor essential psychomotor and social skills, promoting healthy interpersonal relationships and a sense of belonging among children. In conclusion, free play improves skills such as motor coordination and creativity, by converting simple materials into complex projects, supporting cognitive development and emotional self-regulation.
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desarrollo emocional, juego libre, acompañamiento, emotional development, free play, accompaniment