School recreation and interior or table games
Introduction
Recreation as necessary activity for the correct performance of the life of the human being, exerts its influence on children, youth and adults who attend educational establishments in order to be able to access a professional future based onAcademic training. It is for this reason that this considers that school recreation seeksTo name a few, they are the basis of an adequate reception of what is taught within the classroom by the teacher. These aspects will collaborate with the life and development of that individual in order to grow robust in their psychological and personality bases, achieving a human being according to the human needs that societies require.
Developing
Before addressing the specific issue of school recreation it is necessary and necessary to identify that it has its trajectory throughout history, where its evolution and transformation are the basis of what is known today as recreation. Given the aforementioned, recreation, according to Bardín in his writing, establishes that in Greece there was talk about leisure as a way of recreating and seeking to grow both spiritually and physically, reserved and important aspect of the life of those people whoThey were in the elite because they were considered free citizens (Bardín, 2011)
Additionally, in Rome, the Roman otium appears as a “working -free time for the rest of the body and the recreation of the spirit, a necessary time to return to work” (Bardín, 2011, p. 13). Appreciation very similar to that in Greece about Greek leisure.
Already before the industrial revolution in the seventeenth century, leisure was seen as something negative, analyzed from the perspective of idleness, a concept that takes a turn with the arrival of the incursion of machinery in the life of the human being, thenIt is at that time that the concept and exercise of free time is established as opposed to work time (Toro, 2017), thus giving the human being the possibility of having spaces where he can enjoy the activities he wishes to carry out for the benefit ofYour psychological and social well -being.
As can be seen in a short features, the faculties of leisure and free time had their moments of evolution and development framed by the societies of yesteryear until reaching our days, where emphasis is placed (at least in the Constitution of the Republic of the Republic of the Republic ofEcuador of 2008, taking as an example the country mentioned), in the need to have recreation as a fundamental part of the citizens of Ecuador. The textually related to said statement is cited, “Art. 24.- People have the right to recreation and recreation, the practice of sport and free time ”(Art. 124. Constitution of the Republic of Ecuador, 2008).
On the other hand, but very hand, the same Constitution of the 2008 of Montecristi, establishes in its article 3, numeral 1, which “are primary duties of the State, guaranteeing without discrimination any effective enjoyment of the rights established in the Constitutionand in international instruments, in particular education, health, food, social security and water for its inhabitants ”(art.3 . Constitution of the Republic of Ecuador, 2008), in this sense the children and young people of the country, play an important role in being a priority care group with education rights.
As the Constitution, education and recreation dictates, they are important and necessary aspects for the correct development of Ecuadorians. Under this premise, school recreation is an important leader in the initial stage of academic training of children and adolescents, because in the school stage, adaptation is the most important course in the child’s school life, and requires that the teachers handleAppropriate recreation techniques so that this process is well managed and well carried out, because it is here that the skills and skills are developed to be able to integrate into society (De la Cruz, 2017);Although for the child, the importance of recreation is related to entertainment, to playful, to the pleasure that the activity provides;In itself it is the game for the game (Awad, 2007, P.3).
If the game is considered as the medium by which recreation can be developed, it is necessary to identify what are the benefits of the game. Based on what Chavez publishes in 2018 in his brief where Piaget quotes, he says that
“Knowledge is not passively absorbed from the environment and is not prosecuted in the child’s mind or sprouts when mature, but is constituted by the child through their interaction of their mental structures with the environment, more specifically, we can saythat knowledge is built according to Piaget, actively based on the action that the subject performs on the object of knowledge, logically understanding this, as a physical and also mental action depending on the cognitive structure as a whole that enters into play. ”(Chávez, 2018, P. 16)
According to Chávez, the game for adequate internalization of what is sought to teach the student is important, generating capable mental structures that help him generate his own learning by interacting with the object;And that is where recreation takes strength using the game as the necessary vehicle to reach the school or collegiate student in indirect forms, but that generate a positive contribution in the development of their personality when facing it in supposed situations of losses or profits, instituted rulesAt that time and freely accepted, involvement with the other, in order to prepare it for proper management of emotions and attitudes against these stimuli.
Interior games or board games
As established by Correa in 2010, in its article “Does recreation at school take place? Ludoteca as a strategy ”, after their research study, specifies that there is a positive constructive relationship between game, knowledge, art and construction of new dimensions in learning, so it dictates the following,
The playroom is closely articulated to school dynamics, it is not a space apart from it, or an administrative mechanism for the toys loan or the provision of elements for teachers, is a playful space, a possibility from whichThrough dynamics and practices with boys, girls, adolescents and young people can retho Ludotecio, they can give you the experience of participating in the construction of new knowledge from their own abilities and according to their age and level of development (Correa, 2010, p.10)
From this preamble it can be determined that the game in the school stage is a priority and positive within the classrooms of any educational center, which seeks new methodologies and ways to achieve an integrative learning in its students. Based on the above, board games have an important role as protagonists of moments of recreational scattering with great educational content that collaborates to develop skills in students in internal spaces where other characteristics and attitudes are required for those who play it,In order to develop skills that are related to mental agility, concentration, teamwork, among others.
In an interview with Ruth Cerdán, in the newspaper El País, it establishes that board games make us enhance all our skills and abilities (https: // elpais.com/, s/a). Additionally, Julia Iriarte is mentioned in the same article, who dictates that board games are "a common hobby that helps us generate complicity and, therefore, trust" (https: // elpais.com/, s/a). In addition to these parameters, several benefits of the board game are identified, among which we have the mental development, of the child’s personality where his self – esteem is one of the fundamental elements to be developed (Vélez, 2015).
Conclusions
Recreation throughout history has been involved in a constant evolution in order to generate through its changes, a valuable contribution to society, since today it is part of the rights of citizens of different countries, which are that areThey benefit from the practice of it from a very early ages where it is taught in educational establishments for integrating learning.
Within the schooling spaces, it is necessary and necessary to implement recreational activities such as the means by which, through the game, a potentializing system of skills, attitudes and skills in the students of said health centers is launched;In order to collaborate in better participatory playful teaching methodologies at all levels, not only in those initial to foster a game culture that supports spaces where creation, imagination, use, use, use, use, use, use,of logical and analytical thinking through the game.
Board games collaborate with the development of neuronal and mental skills and abilities in those who practice it;Therefore it would be interesting to implement within the curricular Maya of the educational units the use of this type of games in the different subjects taught to develop from other perspectives new learning capabilities.
Bibliography
- Awad, h. Z. A. (2007). School recreation: games, music, playful and creative toys. Expounding.
- Bardin, d. (2011). The importance of recreation in the quality of life and in the local development of small towns. Study case: Indio Rico.
- Chávez Ramírez, V. Y. (2018). Didactic strategies to improve the level of reading comprehension, of third grade students of primary education of the Secondary Educational Institution N 16543 Center Churuyacu, Tabaconas Sán Ignacio.
- Correa, e. EITHER. (2010). Do recreation at school take place? Ludoteca as a strategy. Pedagogical playful, 2 (15).
- From the Toapanta Cross, to. R. (2017). Child recreation in the school adaptation period in three year old children. Dr. Enrique Garcés, from the city of Otavalo, Province of Imbabura of 2014-2015 (Bachelor’s Achesis).
- El País, (2018). "Childhood has less and less time to play". Retrieved on July 17, 2020. Obtained from https: // elpais.com/elpais/2018/07/11/breasts_papas/1531309495_212620.HTML
- Vélez, l. (2015). Business Games Benefits for Children. Retrieved on July 17, 2020. Obtained from https: // www.Guiainfantil.com/articles/leisure/games/benefits-of-the-games-of-for-to-ninos/
- Toro, e. R. (2017). Leisure, idleness and recreation in Latin America. Criticism and resistances. Latin American Social Conflicts Magazine, (5), 159-176.
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