Acompañamiento del juego en niños del II ciclo de educación inicial
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Fecha
2025-01-31
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Escuela de Educación Superior Pedagógica Pública Víctor Andrés Belaunde
Resumen
La presente investigación tiene como objetivo analizar las perspectivas teóricas del acompañamiento docente del juego en el II ciclo de educación inicial, a fin de comprender su relevancia y potencia en el desarrollo de los infantes. El juego, entendido desde una perspectiva educativa, constituye una vía fundamental para estimular las capacidades cognitivas, emocionales, sociales y motoras de los niños, siendo un componente esencial en la formación de aprendizajes significativos. La metodología se basó en la revisión bibliográfica mediante la exploración de diversas fuentes de información académica, tales como Scielo, Redalyc, Mendeley y Google Académico. Los resultados obtenidos revelan que un acompañamiento docente adecuado en el juego promueve el aprendizaje significativo, mejora la socialización y favorece el desarrollo integral infantil. Se concluye que el rol del educador durante el juego debe ser activo y reflexivo, creando entornos lúdicos seguros y estimulantes que potencien las capacidades del niño.
This research aims to analyze the theoretical perspectives on teacher support during play in children from the second cycle of early childhood education, in order to understand its relevance and impact on child development. Play, understood from an educational perspective, is a fundamental means to stimulate children's cognitive, emotional, social, and motor abilities, making it an essential component in the construction of meaningful learning. The methodology applied was qualitative in nature, based on a bibliographic review through the exploration of various academic information sources, such as Scielo, Redalyc, Mendeley, and Google Scholar. The findings reveal that adequate teacher accompaniment in play promotes meaningful learning, enhances social interaction, and supports comprehensive child development. It is concluded that the role of the educator during play should be active and reflective, creating safe, stimulating, and playful environments that foster the child’s abilities.
This research aims to analyze the theoretical perspectives on teacher support during play in children from the second cycle of early childhood education, in order to understand its relevance and impact on child development. Play, understood from an educational perspective, is a fundamental means to stimulate children's cognitive, emotional, social, and motor abilities, making it an essential component in the construction of meaningful learning. The methodology applied was qualitative in nature, based on a bibliographic review through the exploration of various academic information sources, such as Scielo, Redalyc, Mendeley, and Google Scholar. The findings reveal that adequate teacher accompaniment in play promotes meaningful learning, enhances social interaction, and supports comprehensive child development. It is concluded that the role of the educator during play should be active and reflective, creating safe, stimulating, and playful environments that foster the child’s abilities.
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Palabras clave
Juego infantil, acompañamiento docente, Child play, teacher support