Estrategias pedagógicas fundamentadas en la Actividad Rectora el Juego para potenciar la autorregulación en los niños y niñas de los 3 a 5 años del hogar Comunitario Mis Retoñitos de Algeciras (Huila).
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Date
2025-06-12
Advisors
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Corporación Universitaria Minuto de Dios – UNIMINUTO
Type
Sistematización de Experiencias
Rights
Acceso Abierto - http://purl.org/coar/access_right/c_abf2
Abstract
La primera infancia, entendida como aquella etapa de la vida que tiene lugar entre los tres y cinco años, es un momento primordial en la vida del ser humano, en el sentido en que sienta las bases del adulto que será. Es por eso por lo que, desde ese momento de la vida, la sociedad tiene el compromiso de formarlos en una serie de principios éticos, morales, emocionales y comportamentales que les permitan iniciar un camino sólido y estable de autorregulación, que les posibilite reaccionar asertivamente a los desafíos, dificultades y conflictos que hacen parte del vivir, para que con ello puedan establecer sanas relaciones con los demás, consigo y con todo lo que los rodee. Se trata entonces de que se apropien de una toma de decisiones y de acciones conscientes, en donde sus impulsos sean razonados y controlados, con ello se garantizaría gran parte de su futuro. Debido a ello, en este artículo se propone idear estrategias pedagógicas que, fundamentadas en el juego como actividad rectora y estimulante, potencien la autorregulación de los niños, especialmente en el contexto de cuatro hogares infantiles situados en los municipios de Algeciras y Hobo, en el departamento del Huila, en donde se ha hecho notoria la carencia de esta importante habilidad social. Como el propósito de toda investigación es generar un impacto positivo en la comunidad académica, se adopta la sistematización de experiencias como metodología cualitativa, en aras de compartir con otros educadores dicha experiencia y que ellos también puedan nutrir sus prácticas pedagógicas a partir de los descubrimientos que se generen con esta investigación, pues más allá de llevar un registro cuadriculado como correspondería a una sistematización generalizada, en este estudio se propone recuperar los saberes y las significaciones de alto valor semántico para las protagonistas de la experiencia y potenciarlos para sí mismas, y para todos aquellos que deseen nutrirse a partir de los mismos.
Early childhood, understood as the stage of life that takes place between the ages of three and five, is a crucial moment in a human being's life, in the sense that it lays the foundation for the adult they will become. That is why, from that moment in life, society has the commitment to educate them in a series of ethical, moral, emotional, and behavioral principles that allow them to begin a solid and stable path of self-regulation, enabling them to react assertively to the challenges, difficulties, and conflicts that are part of living, so that they can establish healthy relationships with others, themselves, and everything around them. It is therefore about them appropriating conscious decision-making and actions, where their impulses are reasoned and controlled, thereby guaranteeing a large part of their future. That is why this article proposes to devise pedagogical strategies that, based on play as a guiding and stimulating activity, enhance children's self-regulation, especially in the context of four children's homes located in the municipalities of Algeciras and Hobo, in the department of Huila, where the lack of this important social skill has become noticeable. As the purpose of all research is to generate a positive impact on the academic community, the systematization of experiences is adopted as a qualitative methodology, in order to share this experience with other educators and for them to also enrich their pedagogical practices from the discoveries generated by this research, because beyond carrying a squared record as would correspond to a generalized systematization, this study proposes to recover the knowledge and meanings of high semantic value for the protagonists of the experience and enhance them for themselves, and for all those who wish to be nourished from them.
Early childhood, understood as the stage of life that takes place between the ages of three and five, is a crucial moment in a human being's life, in the sense that it lays the foundation for the adult they will become. That is why, from that moment in life, society has the commitment to educate them in a series of ethical, moral, emotional, and behavioral principles that allow them to begin a solid and stable path of self-regulation, enabling them to react assertively to the challenges, difficulties, and conflicts that are part of living, so that they can establish healthy relationships with others, themselves, and everything around them. It is therefore about them appropriating conscious decision-making and actions, where their impulses are reasoned and controlled, thereby guaranteeing a large part of their future. That is why this article proposes to devise pedagogical strategies that, based on play as a guiding and stimulating activity, enhance children's self-regulation, especially in the context of four children's homes located in the municipalities of Algeciras and Hobo, in the department of Huila, where the lack of this important social skill has become noticeable. As the purpose of all research is to generate a positive impact on the academic community, the systematization of experiences is adopted as a qualitative methodology, in order to share this experience with other educators and for them to also enrich their pedagogical practices from the discoveries generated by this research, because beyond carrying a squared record as would correspond to a generalized systematization, this study proposes to recover the knowledge and meanings of high semantic value for the protagonists of the experience and enhance them for themselves, and for all those who wish to be nourished from them.
Description
Sistematizar la experiencia de la implementación de estrategias pedagógicas a través del juego para potenciar la autorregulación en niños y niñas en edad preescolar
Keywords
Autorregulación, Juego, Sistematización de Experiencias, Play, Self-regulation, Systematization of Experiences