Playful strategies in early childhood education for interculturality in the Fiscomisional Educational Unit “Don Bosco”

Abstract

Initial education covers the first years of a child's life, it is a fundamental pillar for their comprehensive development. During this stage, the brain experiences exponential growth and is highly receptive to new stimuli, with lasting impact on the cognitive, emotional and social aspects. Hence, the objective of this research was to analyze the recreational strategies in initial education for interculturality in the “Don Bosco” Fiscomisional Educational Unit, located in the Morona canton, in the province of Morona Santiago, Ecuador, assuming the guidelines of the positivist paradigm. quantitative approach, in a field study, with a descriptive level, non-experimental design. The population was made up of the teachers of said institution, assuming intentional sampling, to address as subjects the ten (10) professionals who attend to initial education, who provided the requested information through a questionnaire of twelve (12) items, validated in its content and with high reliability. The analysis of the data shows 50% of educators who sometimes implement music, games or dramatizations to promote the principles and values of interculturality. It is concluded that, in the scenario addressed, in essence, in the scenario investigated, early education teachers do not show a tendency to implement playful strategies; which is evidence of a lack of consistency when addressing these contents within the axes and areas of learning established in the initial education curriculum in force in the nation. As specified, a series of recommendations are given so that pedagogical action is focused on the recognition of the comprehensive development of boys and girls, belonging to a family, community and culture, valuing the plurality and expression of other peoples.