El juego como mediador del desarrollo cognitivo en la educación inicial: enfoques pedagógicos y evidencias empíricas
DOI:
https://doi.org/10.71068/gp000013Palabras clave:
juego, desarrollo cognitivo, educación inicial, aprendizaje, primera infanciaResumen
Objetivo: analizar el juego como mediador del desarrollo cognitivo en la educación inicial: enfoques pedagógicos y evidencias empíricas preservando el alcance metodológico del estudio histórico.Método: se desarrolló un estudio revisión documental; la unidad de análisis correspondió a seis artículos científicos. La información se examinó con criterios de coherencia y trazabilidad, sin inferir datos no verificables.Resultados: Los seis artículos revisados presentan al juego como mediador relevante del aprendizaje en educación inicial, especialmente cuando promueve exploración, simbolización, interacción, autorregulación y resolución de problemas en experiencias pedagógicamente intencionadas.Conclusiones: los hallazgos permiten caracterizar el fenómeno y orientar decisiones o nuevas investigaciones, pero deben interpretarse dentro de las limitaciones del diseño y de la documentación disponible.
Referencias
1. Critten V, Hagon H, Messer D. Can pre-school children learn programming and coding through guided play activities? A case study in computational thinking. Early Childhood Education Journal. 2022;50:969-981. https://doi.org/10.1007/s10643-021-01236-8.
2. Parker R, Thomsen BS, Berry A. Learning through play at school: A framework for policy and practice. Frontiers in Education. 2022;7:751801. https://doi.org/10.3389/feduc.2022.751801.
3. Barblett, L., & Knaus, M. (2019). Learning through play in early childhood education. In Encyclopedia of Teacher Education. Springer. https://doi.org/10.1007/978-981-13-1179-6_97-1
4. Yogman M, Garner A, Hutchinson J, Hirsh-Pasek K, Golinkoff RM. The power of play: A pediatric role in enhancing development in young children. Pediatrics. 2018;142(3):e20182058. https://doi.org/10.1542/peds.2018-2058.
5. Skene, K., O’Farrelly, C. M., Byrne, E. M., Kirby, N., Stevens, E. C., & Ramchandani, P. G. (2022). Can guidance during play enhance children’s learning and development? Child Development, 93(4), 1162–1180. https://doi.org/10.1111/cdev.13730
6. Zosh, J. M., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Hirsh-Pasek, K., Solis, S. L., & Whitebread, D. (2018). Learning through play: A review of the evidence. The LEGO Foundation.
7. Bubikova-Moan J, Næss Hjetland H, Wollscheid S. ECE teachers’ views on play-based learning: A systematic review. European Early Childhood Education Research Journal. 2019;27(6):776-800. https://doi.org/10.1080/1350293X.2019.1678717.
8. OECD. (2021). Starting Strong VI: Supporting Meaningful Interactions in Early Childhood Education and Care. OECD Publishing. https://doi.org/10.1787/f47a06ae-en
9. Yee LJ, Mohd Radzi NM, Mamat N. Learning through play in early childhood: A systematic review. International Journal of Academic Research in Progressive Education and Development. 2022;11(4):917-961. https://doi.org/10.46886/IJARPED/v11-i4/19707.
10. Pyle A, DeLuca C, Danniels E. A scoping review of research on play-based pedagogies in kindergarten education. Review of Education. 2017;5(3):311-351. https://doi.org/10.1002/rev3.3097.
11. Weisberg DS, Hirsh-Pasek K, Golinkoff RM, Kittredge AK, Klahr D. Guided play: Principles and practices. Current Directions in Psychological Science. 2016;25(3):177-182. https://doi.org/10.1177/0963721416645512.
12. Yu Y, Shafto P, Bonawitz E, Golinkoff RM, Corriveau KH, Hirsh-Pasek K, Xu F. The theoretical and methodological opportunities afforded by guided play with young children. Frontiers in Psychology. 2018;9:1152. https://doi.org/10.3389/fpsyg.2018.01152.
13. Jensen, H., Pyle, A., Zosh, J. M., Ebrahim, H. B., Zaragoza Scherman, A., Reunamo, J., & Hamre, B. K. (2019). Play facilitation: The science behind the art of engaging young children. The LEGO Foundation.
14. Pyle A, Danniels E. A continuum of play-based learning: The role of the teacher in play-based pedagogy and the fear of hijacking play. Early Education and Development. 2017;28(3):274-289. https://doi.org/10.1080/10409289.2016.1220771.
15. Fisher KR, Hirsh-Pasek K, Newcombe N, Golinkoff RM. Taking shape: Supporting preschoolers’ acquisition of geometric knowledge through guided play. Child Development. 2013;84(6):1872-1878. https://doi.org/10.1111/cdev.12091.
16. Whitebread, D., Neale, D., Jensen, H., Liu, C., Solis, S. L., Hopkins, E., Hirsh-Pasek, K., & Zosh, J. M. (2017). The role of play in children’s development: A review of the evidence. The LEGO Foundation.
17. Danniels, E., & Pyle, A. (2018). Defining play-based learning. Encyclopedia on Early Childhood Development.
18. Parker, R., & Thomsen, B. S. (2019). Learning through play at school: A study of playful integrated pedagogies that foster children’s holistic skills development in the primary school classroom. The LEGO Foundation.
19. Taylor ME, Boyer W. Play-based learning: Evidence-based research to improve children’s learning experiences in the kindergarten classroom. Early Childhood Education Journal. 2020;48:127-133.
20. Colliver Y, Veraksa N. The aim of the game: A pedagogical tool to support young children’s learning through play. Learning, Culture and Social Interaction. 2021;30:100452.
21. Hirsh-Pasek K, Zosh JM, Golinkoff RM, Gray JH, Robb MB, Kaufman J. Putting education in educational apps: Lessons from the science of learning. Psychological Science in the Public Interest. 2015;16(1):3-34. https://doi.org/10.1177/1529100615569721.
22. UNICEF. (2018). Learning through play: Strengthening learning through play in early childhood education programmes. UNICEF.
23. UNESCO. (2022). Right from the start: Build inclusive societies through inclusive early childhood education. UNESCO.
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2023 Verónica Annabel Estrella Romero (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
