Learning within the "Knowledge and Scientific Thinking" formative field, through play-based strategies for primary school children
DOI:
https://doi.org/10.62452/hw8qeh51Keywords:
Play, learning, strategies, playful, teaching, Knowledge and scientific thinking, playful strategies, meaningful learningAbstract
This article aims to analyze the importance of play-based strategies as a methodological resource to promote meaningful learning in primary school children within the "Knowledge and Scientific Thinking" learning area of the New Mexican School model. A literature review and theoretical analysis were conducted on the pedagogical and didactic foundations that support the use of play as a teaching and learning tool, as well as its relationship to the development of scientific skills in basic education. The findings indicate that play-based strategies foster inclusive, motivating, and collaborative learning environments, where students construct knowledge through curiosity, experimentation, and reflection. The goal is for play-based activities to be a relevant didactic strategy, as they facilitate learning, promote collaboration and peaceful and inclusive coexistence, as well as the acquisition of knowledge, affective bonds, and empathy. Learning in the formative field of Scientific Knowledge and Thinking through playful strategies in children refers to how at that stage they develop skills related to scientific knowledge and thinking, using playful activities that make the process more fun and effective.
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