La lúdica como estrategia para fortalecer las competencias socioemocionales en primaria

Abstract

Play-based learning has established itself as one of the most robust pedagogical tools, as it not only stimulates creativity and imagination but also promotes participation and interpersonal relationships; in short, play-based learning transforms cognitive, social, and affective aspects. The main objective of this study was to establish play-based learning as a didactic strategy for the development of socio-emotional competencies in primary school students at the Institution Educative the Aguada. This research was developed under the participatory action typology, with an interpretive paradigm and a qualitative approach. A sample of 8 students aged 6 to 11 and 3 primary school teachers was selected. The instruments used included an observation guide, a problem tree, workshops directed at students, and interviews and surveys oriented toward teachers.

This research made it possible to identify that, through play-based activities, students were able to recognize emotional states such as rage, frustration, fear, sadness, anger, joy, and wonder. The results showed that through play-based activities, students acquired emotional competencies such as awareness, self-regulation, empathy, and assertive communication—all essential for resolving conflict situations and improving school coexistence. Regarding the teaching staff, the study reflected the need to design a training program to provide key tools for managing emotions and integrating play-based learning as a pedagogical tool in the educational process. It was also concluded that the implementation of play-based workshops was effective in terms of relevance and appropriation, as they fostered spaces for interaction among students. This allowed them to enjoy harmonious environments where they identified their moods and, most importantly, acquired socio-emotional competencies fundamental to school coexistence.