El juego y su concepción inclusiva en la educación inicial de niños entre 3 y 5 años

Abstract

This investigative work refers to a pedagic strategy through play for family inclusion in the Children's Development Center "Little Creatives". Therefore, the theoretical foundation has been made based on the importance of the game within the initial education, since it plays a guiding role, allowing the stimulation and empowerment of the integral development of infants. Which becomes a fundamental resource within the teaching – learning process that allows family inclusion in your children's education. The situation is also diagnosed according to the established theme and the strategy is designed according to needs to contribute to family inclusion in the educational community. Within it, and for the obtaining of results, mixed type methodology was made use, using theoretical historical methods – logical, an analogic – synthetic and inductive – deductive, and the instruments used were observation and polls. The main conclusion of this project mentions that with the different conceptions it supports a modification of the relationship between educational community and family, promoting the game as the resource that allows us to realize inclusion. In the context made the different diagnognostic allows us to know that school principals, teachers and families have limitations that do not allow an ideal development climate for children, which is why it is important and essential to implement the pedagogical strategy through play for inclusion, in order to strengthen the relationship and work between the educational community and family.