Pedagogical Strategy: The Game In Preschool Infants

PEDAGOGICAL STRATEGY: The game in preschool infants

Introduction.

The present research is framed within the PIN project requested an alternative and emerging curricular proposal, promoter of innovative practical interventions, from the pedagogical and didactic perspectives that enhance the development and learning of preschool children in official educational institutions of theColombian Caribbean.

The proposal deals with the characterization of the pedagogical and didactic practices of the preschool levels, linked to official educational institutions, in addition to the assessment of the initial state of the development and learning of the children of the preschool level with the purpose of havinga global vision of the achievements achieved in the participating subjects. 

Developing.

Consequently, the alternative and emerging curricular proposal is modeled from pedagogical and didactic innovation, consists of decision -making, by the work team made up of teachers and researchers. The present research work is relevant with the principles of education embodied in the curricular bases for initial and preschool education, through which group organization and work are recognized as a conducive space for the acceptance of itself and the other, inThe exchange of experiences, contributions, knowledge and ideals by students, teachers, family and other members of the community to which it belongs, and for cohesion, group work, the construction of values and social norms, the sense of belonging and personal and group commitment.

In this way he recognizes the game as a dynamizer of the life of the student through which he builds knowledge, he finds himself, with the physical and social world, he develops his own initiatives, he shares his interests, he develops communication skills, builds and appropriates standards. 

In the same order of ideas in the men;In Decree 2247. It expresses that, the curricular processes are developed through the execution of recreational-pedagogical projects and activities that take into account the integration of the dimensions of human development: bodily, cognitive, affective, communicative, ethical, aesthetic, attitudinal and valuation;learning rhythms;the needs of those minors with limitations or with exceptional abilities or talents, and the ethnic, cultural, linguistic and environmental characteristics of each region and community.

The game is an activity inherent in the faculties of the human being, due to the multiple functions that it develops in physical, psychic and emotional life, since this is an activity that by nature favors moments of healthy fun that in the child’s life hasAn important role because it contributes to building its personality, acquires values, avoids selfishness, strengthens solidarity, awakens creativity, imagination and curiosity among others.

Reason, for which, the game is considered the tool through which the child’s will and interest is awakened towards the activities offered from the classroom, given that the game and fun are part of its nature,When they are presented experiences that supply their need to learn, they are more will.

Taking into account that all children are pleased to have fun and that this component is part of their reason for being, it is necessary to include recreational in all educational activities, since apart from favoring learning, it allows teachers to acquire a betterknowledge of their students and develop innovative strategies that respond to the needs of these, which is why the children of the educational institutions of the city will be directly favored with this project.

conclusion.

Finally, the present research work must also be relevant with the mission of the Bachelor of Childhood Education Program of the Rafael Núñez University Corporation: it allows the articulation of the axes of childhood, inclusion and management in a flexible way;contributing to the future pedagogue an added value that will differentiate it from others in your area, since this will behave the competences to design, plan to execute, investigate and evaluate activities, phenomena, situations and institutions of the educational context of the educational context.