Playful play as a pedagogical strategy to strengthen students learning
Introduction
This essay is written about recreational games asdifferent dimensions, mediation is focused on the acquisition of habits and development of learning activities from the primary level. That is why recreational is not only important for physical and communicative development, but also contributes to a more significant learning of students. For them we start from our curiosities such as:
What is generated with application of recreational activities in the training of our students? The playful game generates and motivates the attention of students and incites their learning, also being a key activity for the formation of man in relation to others, with nature and with himself to the extent that an aesthetic and moral balance promotes himbetween its interiority and the environment with which it interacts. Through the playful games such as Tangram, Rubik’s Cube, Jedrez is intended to be applied in contents as flat figures, geometric bodies, whole numbers, etc. that develop first to third of high school and that are related to the entire science and production science field, in concretion to the other fields, motivating in the students meaningful, creative and reflective learning. Being a means while distracting students into something more productive away from virtual games that are now taking over their family times and spaces.
We will work in the playful games as attractive and motivating means or strategies, which capture our students’ attention to meaningful learning, finding benefits where students acquire understanding and cognition of the contents that are developed, balance domain, effective control of the variousGlobal and segmental coordination, promoting the organization of the body system, manages a space-time structure and greater possibility to the outside world, stimulates sensory perception, motor coordination and the sense of rhythm, notoriously improves the agility and flexibility of the bodyimportant for us to recognize in the adolescent in its different stages of development.
Among all the actors that we are part of the learning of our students, it is also important. Through these activities, it is intended to improve student learning through playful strategies that provide dynamic, attractive spaces, rich in experiences, enriching the teacher’s pedagogical knowledge in relation to recreational importance as a pedagogical strategy.
Developing
The playful game is an important tool and we must apply it by interspersing in the different contents that we are developing as teachers, promoting the playful as a principle that is part of its development, in the present work we will focus primarily on those playful games that are manipulated andexperience from direct contact with reality
- First argument:
‘The benefits generatedof work, among others’. (Meanings, 2019) The playful games is an essential tool to exploit and develop all areas of an individual, as well as the playful method suggests training activities that are according to the age of the students, to the content of the curriculum and the educational values and the educational valueswishing. ‘The game is a way of learning and expansion of knowledge and skills, in addition that it is an intellectual act, since it has the same thoughts structure;But with a key difference: the intellectual act pursues a goal and the game is an end in itself ’. Instudents.
- Second argument:
The lack of recreational activities is causing students to see certain areas such as mechanics such as mathematics, physical and chemistry where teachers should handle materials that motivate and promote the development of knowledge in students.They justify the application of games such as Tangram which is a very useful manipulative recourse for the preparation of the surface notion, to analyze the geometric figures. Chess learning presents benefits at all ages because it brings together characteristics that favors the exercise and development of mental skills: concentration of attention, memory (associative, cognitive, selective, visual), abstraction, reasoning and coordination are onlysome of them … and Rubik’s cube that is a game that uses a problem solving system that makes students learn to analyze the different possible situations that can be given without knowing it. Therefore, it can be said that the cube exercises the brain in a playful way, this puzzle has multiple benefits for the mental health of children. In fact, playing cube offers similar advantages to those offered to chess. (Blanco, 2003, p. 16) ‘Tangram is a resource and didactic material for the introduction and formation of geometric concepts, in order to emerge the previous conceptions that students have on different mathematical concepts, to reinforce correct knowledge and behaviors and in turn avoid obstacles thatThey would condition and in some cases prevent subsequent learning, to develop skills and processes’. (Morales, 2010) ‘In the teaching of mathematics, Tangram can be used as a didactic material that favors the development of spatial relationships, imagination, strategic logic to solve problems, in addition to developing mental skills, contextualizing aboutfractions and operations between them ‘.
According to the authors in the teaching area of mathematics, Tangram is used to introduce concepts of flat geometry, and to promote the development of psychomotor and intellectual abilities of students, since it allows to reconnect the concrete manipulation of materials with training with trainingOf abstract ideas chess is fundamentally an entertaining game, of mental gymnastics that sharpens ingenuity, reasoning, memory and power of concentration, helps to face problems and make decisions at the act and despite some false opinions, it is not complicated. ‘On the contrary, it is relatively easy, pleasant, awakening sensations of beauty and currently combines with computing. Moreover, not only does it not move away from primary or secondary study, but to improve the ability to face it ’. (Gurbanov, 2008, p. fifteen)
According to Garbanov, chess is a pedagogical tool and intends to analyze how it contributes to stimulate the skills that are required for the development of autonomous learning. In this sense, texts related to autonomous learning and others on the benefits of chess in the academic performance of students are used as theoretical referents. ‘Rubik’s cube is one of the most complete puzzles. Its resolution requires high concentration and active memory and, given its playful character, it is worth asking whether training in its resolution could favor capacities such as attention and memory and consequently academic performance. There are no studies on this topic ’. (Cano Parra, 2018)
This work aims to analyze the effect of training on Rubik’s cube algorithm on attention, memory and there80s has remained a favorite mental toy of many people. ‘There are currently new and different versions of the cube, but in general the fundamental idea has prevailed. Rubik’s cube mathematics belong to group theory, mainly the finite group of permutations, different proposals for their modeling and solution have been given, even in different groups such as the linear group GL ‘(Abreu García, 2011) since RubikHe invented his bucket, did not intend to create the best -selling puzzle in the history of toys, but simply challenged to create a cube in which the blocks could move independently, without falling and undoing the bucket. So he created a cube of 26 individual cubes and a center. Each layer of nine cubes had to rotate and the layers overlap, moving anyway except diagonally
- Third argument:
The Bolivia Educational Units apply the recreational activities in a minimum percentage, despite the fact that those who should emphasize and use recreational activities should be teachers of vocational community primary education, that does not mean that in secondary school that is not used but morecomplex should continue to promote use, because these activities promote the comprehensive development of students in a more motivating and interesting way. Some proposals to be applied in the first of high school contents The educational reality that forms education today such as authorities, mothers, parents, teachers and students, influence integral development, and therefore will be an important factor in developmentof his personality, intelligence, of the attitudes, values and competences that will allow him better performance from the scope of his training.
Conclusions
The playful is one of the best media that the teacher must use as part of his pedagogical practice, since it is an important social communication route, so teachers must reflect to question against their educational work where they can choose and choose the best strategies, to collaborate with the education of students, supporting them to the development of skills and skills, important to face their social reality by creating commitment in the educational unit in the training of creative, motivated and constructive students, through the installation of recreational learning environments,that provide a series of possibilities so that the child can act in context, the student must provide spaces for the creation and development of thinking skills, and thus be able to improve significantly in his educational process.
Without forgetting the participation of parents, mothers and their relationship of working together. If parents and teachers must see themselves as colleagues in children’s education. Parents must get involved in the school’s educational program. Visit your children’s classes. Talk directly to the teacher and share their development and progress expectations for your child, explain to your community the needs of the school. Therefore, there is the need to raise awareness among parents about the importance of playful in the development of their sons and daughters.
Bibliographic references
- Meanings. (September 23, 2019). Playful. Obtained from meanings: https: // www.meanings.com/ludico/
- Abreu García, M. (15 of 12 of 2011). Carrlos University III Madrid . Obtained from University Carlos III Madrid: https: // e -archivo.UC3M.ES/HANDLE/10016/13264
- White, m. T. (2003). Geometry for future teachers, experiences with Tangram . Zaragoza: Spanish Federation of Societies.
- Cano Parra, N. Y. (2018). Attention, Memory and School Performance. Training with Rubik’s cube. Re joining digital repository, 1.
- Gurbanov, t. (2008). Chess for boys . Buenos Aires: Calihue.
- Morales, j. F. (2010). The Tamgram: an educational resource to work geometry in education. Geometry, 3.
- Piaget, j. W. (nineteen ninety six). Debate about your contributions. Mexico: Paidós.
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