Logros de niños y niñas de educación inicial mediante el juego con bloques de Lego (Achievements of Early Childhood Education children through play with Lego blocks)

Abstract

El juego, además de ser una de las experiencias que más disfrutan niños y niñas durante su etapa en educación inicial, les permite aprender y desarrollarse en forma integral. De acuerdo con ello, el presente estudio tiene como objetivo indagar en cuáles logros en relaciones espaciales, temporales y socioafectivas son más exitosos los niños y las niñas de educación inicial e identificar su evolución durante 10 semanas de observación. La metodología tuvo dos fases: inicialmente, mediante la ingeniería didáctica, se construyó un código de observación y una vez construido se realizaron las observaciones durante 10 semanas de trabajo. Las actividades fueron realizadas, durante las horas de juego libre, en las escuelas donde la Facultad de Educación de la Universidad Surcolombiana realiza sus prácticas pedagógicas. Los resultados mostraron que es en la actividad socio afectiva donde se obtienen mayores logros desde el comienzo de la experiencia; por otro lado, el principal logro se obtiene en la característica relación temporal, relacionada con la capacidad para anticiparse a los acontecimientos o predecir resultados, específicamente en la capacidad de organizar un plan para llevar a cabo una idea, que se logra en un 87%. Abstract. Playing, in addition to being one of the experiences that children enjoy the most during their stage of early childhood education, allows them to learn and develop in an integral way. In accordance with this, the present study aims to investigate which achievements in spatial, temporal and socio-affective relationships are more successful in early childhood education children and to identify their evolution during 10 weeks of observation. The methodology had two phases: initially, through didactic engineering, an observation code was constructed and once it was ready, observations were made during 10 weeks of work. The activities were carried out, during free play hours, in the schools where the Education Faculty of the Surcolombiana University carries out its pedagogical practices. The results showed that it is in the socio-affective activity where the greatest achievements are obtained from the beginning of the experience; on the other hand, the main achievement is obtained in the characteristic temporal relationship, related to the ability to anticipate events or predict results, specifically in the ability to organize a plan to carry out an idea, is achieved 87%.Playing, in addition to being one of the experiences that children enjoy the most during their stage of early childhood education, allows them to learn and develop in an integral way. In accordance with this, the present study aims to investigate which achievements in spatial, temporal and socio-affective relationships are more successful in early childhood education children and to identify their evolution during 10 weeks of observation. The methodology had two phases: initially, through didactic engineering, an observation code was constructed and once it was ready, observations were made during 10 weeks of work. The activities were carried out, during free play hours, in the schools where the Education Faculty of the Surcolombiana University carries out its pedagogical practices. The results showed that it is in the socio-affective activity where the greatest achievements are obtained from the beginning of the experience; on the other hand, the main achievement is obtained in the characteristic temporal relationship, related to the ability to anticipate events or predict results, specifically in the ability to organize a plan to carry out an idea, is achieved 87%.O jogo, além de ser uma das experiências que meninos e meninas mais apreciam na fase inicial de formação, permite que aprendam e se desenvolvam de forma integral. Nesse sentido, o presente estudo tem como objetivo investigar quais conquistas nas relações espaciais, temporais e socioafetivas são mais bem-sucedidas na educação inicial de meninos e meninas e identificar sua evolução durante 10 semanas de observação. A metodologia teve duas fases: inicialmente, por meio da engenharia didática, foi construído um código de observação e, uma vez construído, as observações foram feitas durante 10 semanas de trabalho. As atividades foram desenvolvidas, em horário lúdico gratuito, nas escolas onde a Faculdade de Educação da Universidade Surcolombiana desenvolve as suas práticas pedagógicas. Os resultados mostraram que é na atividade socioafetiva que as maiores conquistas são obtidas desde o início da experiência; Por outro lado, a principal conquista é obtida na relação temporal característica, relacionada à capacidade de antecipar eventos ou predizer resultados, especificamente na capacidade de organizar um plano para realizar uma ideia, que é alcançada em 87%.