Play as a pedagogical strategy to improve coexistence and interaction in

elementary school children

..........................................

El juego como estrategia pedagógica para mejorar la convivencia e interacción en niños

y niñas de básica primaria

Orfa Pascuala Montaño Solís

Dominga Yolaima Landázuri

Fanor Castro Vásquez

ABSTRACT

This research project is written with reference

to the ideas about the process of integration

and inclusion of children with poor coexistence

and classroom interaction. It points out how

society should get involved to make integration

a reality, and how these experiences should

make it possible for students with this type of

learning problem to be included in regular

classes.

Keywords: Integration, Exclusion, School

coexistence.

RESUMEN

Este proyecto de investigación se escribe con

referencia a las ideas acerca del proceso de

integración e inclusión de niños y niñas con

poca convivencia e interacción aula. Se señala

cómo la sociedad debe involucrarse para hacer

de la integración una realidad, y cómo estas

experiencias deben posibilitar el que haya

estudiantes con este tipo de problemática de

aprendizaje incluidos en clases regulares.

Received: May 09, 2023

Approved: May 30, 2023

...........................................

1 Msc. Corporacion Universitaria Iberoamericana,

Bogota Colombia, omontano@cui.edu.co,

https://orcid.org/0000-0003-4956-802X

2 Msc. Corporacion Universitaria

Iberoamericana, Bogota Colombia,

dlandazuri@cui.edu.co, https://orcid.org/0000-

0003-3464-0674

3 Msc. Corporacion Universitaria

Iberoamericana, Bogota Colombia,

fcastro@cui.edu.co, https://orcid.org/0009-

0001-4877-6268

Play as a pedagogical strategy to improve coexistence and interaction in elementary school children.

Vol 3 - No 2 July - December e-ISSN 2745-1194 Pages 63-79

Palabras clave: Integration, Exclusion,

School coexistence.

Introduction

Much has been heard about responding to the educational needs of students who have

been transferred from fixed support services or from special education schools to

regular schools and, often, reference has been made to the concepts of integration,

participation and curricular adaptation; in short, a whole host of terms that may or

may not give meaning to the processes taking place in this area, both in the country

and in the global framework.

The purpose of this article is to show the different reasons for which students are self-

conscious in the participation of different pedagogical activities, leading most of them

to drop out of school due to their grotesque behavior and creating a different problem

in society. It should be noted that when we talk about school coexistence we refer to a

number of possibilities and qualities within or outside a given educational group

regardless of the context where it develops, in other words, to exclude an individual

from certain joys and enjoyments for their learning condition, is to limit and expose it

to a world of uncertainty.

Cruz (2021)The Colombian education system is highlighted by the arrival of other

pedagogical models from Latin American countries:

The purpose of education is to discover the typologies that coincide with the

educational ones of the region, in addition to contextualize the relevant aspects of the

Colombian education system, however, there are still several ethno-pedagogical flaws

that somehow hinder the teaching-learning process of the students. However, these

inequitable policies are also products of pedagogical decentralization in which

resources are allocated differently to educational contexts, thus, the great complexity

of social, economic and political difficulties that educational institutions have, is how

to effectively manage resources to meet all the needs of the educational population. (p.

Coexistence is one of the most important aspects of human relations, because through

this concept the elements that make up society are extended and linked. It is evident

that some of these elements are positive. However, the existence of negative elements

significantly fractures the version that each person has about the good coexistence that

should exist between human beings.

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Vol 3 - No 2 July - December e-ISSN 2745-1194 Pages 63-79

Loaiza & Pino (2021)They highlight that:

The patterns associated with physical and psychological abuse directly emphasize the

female gender. In studies conducted in academic institutions it is stated that women

present patterns of gender violence inside and outside the educational context as the

weaker sex as highlighted in some members of the educational community, young

people and sometimes even in older adults, the emotional well-being is being affected

gradually and is being reflected in different ways, sometimes in the least expected way

by the teaching staff School desertion. (p. 12)

This article seeks to propose a strategic alternative for teacher training in the

educational institution Agroecológica la playa in the municipality of Francisco Pizarro-

Salahonda of academic training, which allows a transition from the way of interacting

that is traditionally done in this type of institution to a playful type that involves the

educational community in the teaching-learning process with different behaviors and

develops an active participation of the same, The objective is to know the elements that

guide the process in such a way that it does not generate fear or ignorance in order to

make this exercise a strategy to improve the dynamics of teachers, including those who

do not have a pedagogical background but come to the teaching job with their

disciplinary strength.

The formative research process starts with a discussion on the term "coexistence

problems" to later carry out an analysis which seeks to understand and promote school

coexistence and the development of potentialities through play in students with

diverse educational capacities, to recognize that play constitutes a fundamental

strategy to strengthen the basic learning processes of children in general, and in

particular of the children of elementary school of the above mentioned school, since

they are in the process of construction of disciplines and behavior that relate

knowledge, learning and intelligence of the child.

Thus, it is worth noting Correa & Tavera (2021)who in their mention highlight "The

close link between poverty, geographic isolation and density, are phenomena that

somehow affect the intellect of the child within and outside the family and educational

context, in such a way that affects the teaching-learning process". In this way it can be

mentioned that one of the main causes of a peaceful school coexistence is the economic

source and the agricultural production already a stability is obtained to cover the needs

of the boys and girls of the rural areas of the municipalities of Colombia. it is of

essential to require a pedagogical analysis of these inadequate behaviors in the

educandos, for which this article was focused in determining the critical behaviors that

Play as a pedagogical strategy to improve coexistence and interaction in elementary school children.

Vol 3 - No 2 July - December e-ISSN 2745-1194 Pages 63-79

affect the learning process in the educational institution of the municipality of

Francisco Pizarro-Salahonda Nariño.

Taking into account that from a pedagogical concept, healthy school coexistence

contemplates adaptation, attention and accommodation of students, this means that

appropriate learning in the regular classroom is essential to deliver didactics and

pedagogical strategies from a perspective of inclusive culture that prioritizes races,

religions, situations of disability, values and differences, so that teaching practices in

education have a fundamental impact on the construction and transformation of the

human being.

With regard to the above, Robayo et al. (2021)emphasize that:

The insecurity within the educational institutions affects in some way the tranquility

of the students and even the teaching staff. The term, although uncommon or

unknown to many people, (school violence) has been lived since many decades ago in

Colombia and in many countries such as the United States, France, Germany or the

United Kingdom. In this way, Colombian educational institutions where the presence

and actions of people who without any justification are involved for the bad

development of teaching and learning activities have been evidenced, in this way a call

is made to the public forces or implementation of a security scheme inside and outside

the context, which somehow propitiates the entry of short pulsating weapons and in

some cases firearms. consequently, these people generate chaos, school violence, fear

and a sense of uneasiness among classmates. (p. 5)

On the other hand, in the family structure we frequently see the abandonment of the

home by the father or the mother, where they are replaced by stepfathers, stepmothers,

and a large number of mothers who are heads of household, it is therefore important

to ask teachers about the possibility of addressing other strategies to address this type

of problem that somehow harms the entire school.

It is then that we saw the obligation to intervene and improve this problem by turning

to the game as a possible pedagogical strategy to strengthen school coexistence in such

a way that teachers were facilitated to attend and include in a dynamic and reliable

way all children, thus achieving the development of their abilities, cognitive and

participatory skills and enjoying a meaningful, integral and quality learning.

In the words of Gallardo (2018), he states:

Play contributes to the physical, motor, cognitive, affective, social, emotional and

moral development of children, that is, to their integral development. Therefore, play

must be present throughout the child's life. Without it, children would not be able to

Play as a pedagogical strategy to improve coexistence and interaction in elementary school children.

Vol 3 - No 2 July - December e-ISSN 2745-1194 Pages 63-79

establish relationships, develop their capacities, abilities, skills and competencies.

Therefore, it is not only important but fundamental and absolutely necessary in the

integral development of children (p.4).

Based on their own experience, there are several activities that are carried out around

the peaceful education for all, with values of healthy coexistence and meaningful

learning.... It is for this reason that it was necessary to apply a strategy such as the

game where the interrelation of the student with the environment and society was

made known through play in the teaching-learning process in aggressive behaviors

inside and outside the classroom in the Educational Institution "Agroecológica La

Playa" of the Municipality of Francisco Pizarro Salahonda; the same ones that helped

the teacher and therefore the student to strengthen their knowledge taking into

account their conditions.

This document was enriched with references and work done by other colleagues at the

specialization, master's and doctoral levels. Finally, the document shows the

development of a work of almost 1 year of research and constant analysis of the

teaching praxis in academic training institutions that allows us to glimpse new

alternatives of participatory teaching and learning.

The strategy - game, had intervention in each of the numbers that highlights the form

and knowledge of the article defining, as well as first aspects, the problem, general and

specific objective, as well as the justification of the research. In today's society, a

change is needed in the educational level with the purpose of improving the quality

and development of the same, in this way, it was considered pertinent to reflect on how

diversity is attended to, guaranteeing quality, pertinence and accessibility in equal

conditions.

Regarding the theoretical and methodological aspects related to the game, Martínez

(2008), cited by Córdoba, (2017) indicated that:

Play strategies in relation to the game combine the cognitive, affective and emotional

aspects of the student. They are directed and monitored by the teacher to raise the

level of student achievement, improve their sociability, creativity and promote their

scientific, technological and social training. (page 17).

Thus, one of the concerns of recent governments in Colombia has been to reduce

school dropout rates at the basic and higher education levels. Faced with the need for

educational training, the teacher is an important actor in these changes; therefore, it

was necessary to ensure that the teacher was of quality and applied a work that meets

Play as a pedagogical strategy to improve coexistence and interaction in elementary school children.

Vol 3 - No 2 July - December e-ISSN 2745-1194 Pages 63-79

not only the standards established by the Ministry of Education, but, of course, with

the needs of students and society in general.

For Mockus (2002), cited by Lidueña and Sandoval (2018), the concept of School

Coexistence can be related "to the ideal of life of a group of people, or a living together

in coexistence in peace with the other". From this same perspective López V, Bilbao

M, Rodríguez J. (2012) understand School Coexistence as "part of the school dynamics

that interweave a relationship with the school climate, the relationship with the

environment and the policies of the school institution" (p. 48).

Materials and methods

This study was conducted based on the participatory action research (PAR)

methodology, which allowed us to understand the interpersonal relationships that

arise within the school environment and how playfulness expressed through games

can improve this interaction by strengthening the values of respect and tolerance.

According to Fasl (2008) defines PRA in three aspects:

A first aspect worth noting about participatory action research (PAR) is that it is a

contribution that has arisen in the tropics. It is not a copy of what is done in Europe or

the United States, all of which, although interesting, can be inappropriate and

counterproductive. PRA is a methodology that was built simultaneously in several

regions of the tropics in the 1970s, first as a protest against academic routine: from

India to Mexico, those of us who dared to propose the subject left the universities and

only returned to them when we saw the first signs of transformation.

But in the meantime, we acquired another type of knowledge and science outside the

institution, so that upon our return, what was produced was a sum of knowledge:

academic knowledge, on the one hand, and the experience of life itself with the

communities, on the other. This is another defining aspect of PRA. This implies, of

course, a change of attitudes in both the academics and the people: in the academics

in the sense of taming their arrogance, and in the people in overcoming their

subordination. According to Poveda, et al, (2018). scientometrics is a tool that allows

consolidating the information needed for research.

However, Lewin (n.d) cited by blanco & Mendoza (2017), the term participatory action

research.

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Vol 3 - No 2 July - December e-ISSN 2745-1194 Pages 63-79

It was first used in 1944. It described a form of research that could link the

experimental approach of social science with social action programs that responded to

the major social problems of the day. Through action research, Lewin also argued that

theoretical advances and social change could be achieved simultaneously. He

concludes that it consisted of analysis, information gathering, conceptualization,

planning, implementation and evaluation, steps that were then repeated as a tool for

improving social practice in the area of intergroup relations. (p. 31)

For this research, a finite population was approached, and having observed some

representative elements, it was decided that the study population was represented by

the third grades of the primary school of the agroecology educational institution La

Playa in the municipality of Francisco Pizarro - Salahonda. These boys and girls are

between 9 and 10 years old, belonging to strata zero and one, residing in

neighborhoods and villages near the Institution.

Similarly, the implementation of this study was based on the research categories that

lead to the recognition of social and school interaction skills through play with playful

pedagogical workshops, based on primary school coexistence at the Institución

Educativa Agroecologica la Playa. The category was taken as the school coexistence

dimension and the subcategories interaction and problem solving; each one of them

with their respective measurement indicators detailed in the checklists for each

workshop that took place within the school context.

After having established the theoretical bases within the method, we proceeded to the

application of these techniques in a contextual way to the case to be investigated, we

began by indicating the steps to be followed in each of the techniques, how it will be

done, how it will work and with whom, as well as the approach of the measurement

instruments, the interview and discussion scripts according to the case and the

educational answer.

According to Hernández, Fernández, Baptista, (2014). Technique is "a set of practical

knowledge or procedures to obtain the desired result. A technique can be applied in

any field of science: art, education, communication, among others" (p.138). Therefore,

the technique for the collection of information is understood as the practical means

applied to obtain information.

Among the instruments for the collection of information, as well as the techniques

used to collect it, correspond to the type of research, the approach, and the

methodology used in qualitative and descriptive studies. Amaya (2021)(p. 13), "By

means of a qualitative methodology it is possible to identify the common problems of

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the operational public service, where knowing the means that favor the role of

technology, science favors decision making" (p. 13). (p. 13)

The first instrument for the collection of information was direct observation and the

semi-structured interview. These instruments are the material means used for data

collection, as well as the questionnaire and the field diary.

The observation technique described in a reflective way how the students live together

using the field diary to stage the observed actions aimed at improving the children's

behavior during class hours. In other words, the observer can participate both

externally, in terms of activities, and internally, in terms of feelings and concerns. The

observation involved the research group in carrying out activities recorded in the field

diaries for approximately one year, a period in which the children of the targeted

grades were observed in their actions of academic activity in order to facilitate a better

understanding of the problem under study.

However, the semi-structured interview format provided necessary and sufficient

information for the research, it is known that the survey is a research technique that

consists of a verbal or written interrogation that is made to people in order to obtain

certain information necessary for an investigation.

The analysis of the information respected the ethical considerations of the research,

the data treatment and the analysis of the information was completed in each of the

instruments mentioned above, in order to perform a concise and effective analysis of

the results, where each achievement or difficulty that arose in the development of this

study was observed. The data were tabulated taking into account the subcategories of

analysis, where each response collected in the process of implementing the sequence

of workshops was transcribed; likewise, the semi-structured interview, field diary and

direct observation instruments.

Finally, a critical reflective analysis was carried out, taking into account the research

field diary with emphasis on the behavior presented by the students and teachers in

this study.

Results

The results of this research fulfilled the three specific objectives established and

allowed us to establish the following observations:

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According to the objectives, which aimed to identify the game as a pedagogical play

strategy that was being used in the educational institution for the care of children with

aggressiveness and learning problems. The interview to teachers was applied as a

mediating instrument, it was objectively specified that there was no other pedagogical

playful strategy with perspectives to improve and facilitate the educational praxis in

order to include in the classroom, since there is no inclusive education structure in the

institution.

With the above, it was feasible to rely on Mateus (2016) who explained a relationship

between the normative and the strategies that can be developed based on the norms:

Thus, this same author Mateus 2016, mentions that:

Most researchers agree in suggesting that there is still an important gap between the

aspirations contemplated by the legislation and the reality that people with disabilities

experience on a daily basis. One of the causes of this gap has to do with failures in the

implementation of regulations, since the recipients of programs and services are

unable to access them, even when they are entitled to these rights. (page 18).

Regarding the considerations to the knowledge of the teachers with respect to the

healthy school coexistence in the educational institution agroecologica la playa in the

third grade of primary school. The graphs indicate that the great majority of those

interviewed stated that the main factor affecting conflicts in healthy school coexistence

is the day to day inter-family violence that occurs in the context of the child. It is

evident that the collective pattern predominates among the teachers interviewed; they

consider that the students with behavioral problems in the classroom are boys and

girls with cognitive abilities in equal learning conditions, but they emphasize that each

individual has his or her own ways of diversifying information. However, a minority of

the teachers interviewed have a different opinion, emphasizing that these students

should be intervened by the appropriate professional who studies their case in depth

from the family context, since this mostly affects their teaching and learning reactions

in the regular classroom.

A large number of the teachers interviewed considered that students with behavioral

problems are children who are mostly excluded by teachers, even by their own

classmates, and that is where a series of questions should be asked to somehow

mitigate and learn about the conditions of the student in order to improve their

academic condition and why not say their life. With the above, the minority of the

teachers interviewed stated that in order to mitigate certain shortcomings, it is likely

Play as a pedagogical strategy to improve coexistence and interaction in elementary school children.

Vol 3 - No 2 July - December e-ISSN 2745-1194 Pages 63-79

to make a rigorous accompaniment with the parents throughout the child's academic

process.

In this way, it is indicated that the vast majority of the students stated that they have

a regular relationship with their parents and teachers, while a minority of them

highlighted that they do not have a good relationship with their classmates because

they are threatened every day with taking away their belongings or sometimes

physically or verbally attacking them, which is a fundamental factor for developing

certain behaviors in the classroom.

It is important to highlight that among the learning barriers that occur in the education

cycle is the lack of support in teacher training from the national education state,

therefore, most of the teachers interviewed state that the Ministry of National

Education should be in constant pedagogical support in order to mitigate or impact

any syndrome of different behaviors in their students, as well as to train them in the

way they should attend or face this type of population. In this same situation, very few

of those interviewed stated that it is very important to implement a flexible

pedagogical model taking into account the learning conditions of each and every one

of the students.

It is essential to mention that the interview was conducted with students in the grades

above and below the target grade (third grade of elementary school), that is, fourth

and fifth grade, in order to identify different behavioral factors in the regular

classroom and in the institution as such.

This indicates that most of the students with different behavioral problems in the

classroom are in the fourth grade of primary school; however, the interview focused

on students in the third grade, since there was a high rate of continuous aggressiveness

in the different areas of knowledge.

However, it indicates that the targeted children have friendship partners in which they

share their most pleasant moments inside and outside the regular classroom, however,

these are obstructed by students of lower or higher grades than them, generating

conflicts for their belongings or role-playing, where the youngest are the most affected.

This space was asked the question in relation to the materials and infrastructure of the

educational institution, where most of the children responded that after playing with

the material exposed by the teacher they return it to the corresponding place for the

same, in the same way a regular amount of students were living through direct

observation that after playing with those materials they prefer to take them home or

throw them anywhere in the facility.

Play as a pedagogical strategy to improve coexistence and interaction in elementary school children.

Vol 3 - No 2 July - December e-ISSN 2745-1194 Pages 63-79

In this segment a very specific and precise question was posed to the students where

the vast majority responded that aggressive behaviors are reflected in themselves

when their classmates interrupt them in their activities or want to take their

belongings, usually it is evident in the hallways or during recess hours and sometimes

in the classroom. A large percentage of targeted elementary school students state that

older classmates love to interrupt classes when the teacher is explaining the day's

subject matter. However, another percentage of the students who were targeted say

that they like to eat in the classroom, causing interruptions and grotesque behavior

with their classmates, which sometimes leads to disorder among classmates.

Referring to the illustration, the vast majority of the students interviewed stated that

the aggressors of this type of behavior are from the same classroom, taking advantage

of their physical composure or age superior to their victims. A minority emphasized

that their aggressors are from other classrooms higher than theirs, including even

classmates from the neighborhood or commune, the targeted students highlighted

that their classmates with aggressive behavior mostly always insult them with rude

words and threaten to beat them or take away their belongings, in fact, on multiple

occasions they had to avoid entering the classroom for fear of being beaten by

classmates from other classrooms. However, others stated that their teachers exclude

them and do not pay attention to their complaints of threats.

Conclusions

The purpose of the strategy was to implement the game as a didactic strategy to

improve coexistence in the teaching-learning process in children with aggression

problems in the agro-ecological educational institution la playa, municipality of

francisco pizarro - salahonda Nariño.

In reference to the above, as a first instance the regular courses that were part of this

research were approached, there is a high rate of children with aggressiveness

problems in the educational classroom, having carried out a screening of one hundred

and twenty-five children, a minority of students with this condition were detected,

distributed in three educational courses of the same institution. These students have

been mostly ignored by teachers and parents due to the lack of a diagnosis or early

evaluation aimed at detecting these deficiencies in order to be able to intervene and

prevent them in a timely manner.

It is pertinent to include the conditions of the environment surrounding the school

context of these children since it constitutes an important didactic resource to promote

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Vol 3 - No 2 July - December e-ISSN 2745-1194 Pages 63-79

learning, but its characteristics in most cases are not favorable. It also highlights the

difficulties that educators have in making direct and indirect observations of students

in the classroom or outside it, as a valid strategy for the identification of individual

deficiencies. Likewise, it is notorious and consequent the need for a formative

strengthening in relation to the teaching practice in the construction and attention in

benefit of promoting an education for all.

Given the above, this project aimed to design a didactic and inclusive pedagogical

program, with the purpose of mitigating and responding to the educational needs of

children with aggressiveness problems in the educational context, which is elaborated

within the framework of the conclusions of this research, also considering the

predisposition of teachers who mostly agree to apply an individualized program to

learn how to better treat these children with coexistence problems mentioned above.

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