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Program of playful body strategies to

promote emotional education in 4 year

old children

Programa de estrategias lúdicas corporales para potenciar

la educación emocional en los niños de 4 años

Maricela María Daza Vélez

Abstract

The objective of this research was to design a program of corporal

ludic strategies to promote emotional education in 4-year-old

children of the Benjamín Rosales school in the city of Guayaquil. A

quantitative approach methodology, propositional correlational type,

non-experimental design was used. For the diagnosis, a

questionnaire was applied to 12 individuals and an unstructured

interview was carried out to determine the play strategies used by the

teachers. The result is a program based on corporal play strategies to

potentiate emotional education in children, based on Piaget's (1998)

theory of creative strategies, reaching the conclusion that the use of

the program will allow strengthening the relationship between the

different needs to improve education by means of playful games that

favor intellectual and motor development.

Keywords: Emotional education, Emotional education, Play

strategies, Games, Program

* Máster, Universidad de Guayaquil, Guayaquil

Ecuador, maricela.dazam@ug.edu.ec

https://orcid.org/0000-0001-7167-9557

Article

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Resumen

La presente investigación tuvo como objetivo diseñar un programa

de estrategias lúdicas corporales para potenciar la educación

emocional en niños de 4 años de la escuela Benjamín Rosales de la

ciudad de Guayaquil. Se utilizó metodología de enfoque

cuantitativo, tipo correlacional propositiva diseño no experimental.

Para el diagnóstico se realizó un cuestionario aplicado a 12

individuos y una entrevista no estructurada para determinar las

estrategias lúdicas empleadas por los docentes. Se obtiene como

resultado un programa que se fundamenta en las estrategias lúdicas

corporales para potencializar la educación emocional en los niños,

sustentada en la teoría de las estrategias creativas de Piaget (1998),

llegando a la conclusión, que el uso del programa va a permitir

fortalecer la relación entre las diversas necesidades que permitan

mejorar la educación por medio de juegos lúdicos que favorezcan el

desarrollo intelectual y motriz.

Palabras clave: Educación emocional, Estrategias lúdicas, Juegos,

Programa

Introduction

Parents are concerned about the education of their children, that they

learn to read, write, add, subtract, etc., but sometimes they forget an

essential area such as emotional education, which facilitates that

each student is able to demonstrate, perceive and understand through

observation the emotions of their peers.

At present, it is of great importance to be able to enhance emotional

education in early childhood education children through playful

body strategies according to their age, to awaken their intellectual

curiosity through motor skills. According to (Landgrave et al.,

2014)"affective development begins at birth, when the child is

inserted into a social group, on which depends the satisfaction of his

needs, completely turned, in principle, to his survival". For Leontiev

(1983), quoted by. (Da Silva, 2015) "activity is the necessary factor

for the object to be perceived and appropriated in the relationship

that the child establishes with the concrete reality from the beginning

of his life" p. 56.

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Within the context of schooling it is essential that children

understand how to use and master their emotions from a very early

age, the influence that the environment provides to schoolchildren is

of enormous contribution for the teacher, at the time of being

positive, if different, is responsible for stimulating this area that has

sometimes been neglected by not using the appropriate playful

strategies to strengthen their integral development, for (Furtado et

al., 2018) "Emotional education generates endless benefits if it is

incorporated into socioemotional skills development programs" p.

358, defined as "an educational process, continuous and permanent,

which aims to enhance the development of emotional competencies

as an essential element of human development, in order to train for

life and in order to increase personal and social welfare".

Globally, there is an interest in relation to emotional education and

the reinforcement of playful activities, for which the United Nations

International Children`s (UNICEF, 2017) expresses that: "all girls

and boys have access to quality early childhood care and

development services and preschool education, so that they are

prepared for primary school" according to (Vargas-López et al.,

2016) "emotional education can be understood as an educational

process that aims to introduce the development of emotional

competencies as a main element of students' learning" p.100. In a

publication about emotional education made by (Martini & Viana,

2016) states that "it promotes personal well-being, reduces

problems, improves coexistence and favors integral development" p.

248.

At the Latin American level, the predisposition of early education is

considered in relation to the fact that children tend to seek how to

develop their motor skills and their emotional education in a natural

way, to Ribeiro et al., (2016) In Mexico, the University of

Guadalajara conducted a study where it concludes that playfulness

provides joy, pleasure, facilitates the ability to think and act with a

pedagogical purpose.

The Ministry of Education of Ecuador, on Emotional and Social

Bonding. - In this space it is aspired to achieve a development in the

socio-emotional quality in children, which starts from interacting

from from from their egocentric peculiarities (they focus on

themselves) and the bond of affection with their mother or nannies,

with the purpose that they can realize the various expressions of

sensitivity. originating new nexus through other actors and

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environment where Henrique et al., (2018) The author explains that

everything lies in the fact that emotions are a fundamental part of the

person from birth and play a fundamental role in the construction of

their personality and in their interaction with others.

At the local level, educational units are prepared and committed to

teaching, offering opportunities that favor children to get involved,

interrelate, experiment, investigate, using pedagogical guidelines

linked to emotional education. For (Zaragoz et al., 2016) is the

ability to recognize feelings and manage them appropriately, and is

considered essential to live positive and mature personal

relationships.

One of the problems within the educational unit is the lack of a point

of view and vision regarding emotional education in children,

management and teaching staff have not proposed a program that

allows the reinforcement of the various psychological aspects

starting with motivation through the use of playful body strategy

since (Gallo, 2017 p. 30)

For Vaucheret et al., (2019) studies from neurosciences and

pedagogy support the importance of emotional education, both for

its transcendence in the development of thinking and for its value in

the learning process.

It is evident that the limited corporal ludic strategies are present and

these cause insufficient growth in motor skills in children whose

ages are in the 4 years within the study center and with it their

emotional education is delayed. In a study conducted by Pulido &

Herrera, (2018) the emotional intelligence of students has become a

necessary task in the educational field and most teachers consider it

essential to master these skills for the evolutionary and socio-

emotional development of their students.

Therefore, the authors state that emotional education aims at the

development of emotional competencies that contribute to a better

personal and social well-being. It also has an impact on the

improvement of the curricular learning process.

Another cause is the limited empathy of the children, who do not

show understanding of the mistakes of other students, which together

with the poor interpersonal relationships that they present, gives

indications that they do not interact in a courteous manner with their

peers and teachers and therefore there is not a good learning

environment.

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Another cause could be the absence of a good affective family

environment that surrounds the child, which will cause the infant not

to pay attention and not to be able to concentrate in the classroom

because the emotional factors do not provide the harmonious balance

to carry out the emotional learning based on the activities carried out

by the teacher.

Finally, the lack of commitment on the part of the parents is taken

into consideration as a cause, since they do not visualize a plan to

achieve a harmonious environment in consideration of the emotional

area that grants the infant an optimal development in the learning

process.

The problem is formulated as follows: How does the design of a

program of corporal play strategies influence the emotional

education of 4-year-old children at the Benjamín Rosales School in

Guayaquil 2020?

The current research work is important because it starts from a

fundamental requirement in the development of children, in the

course of their various stages of growth. In this sense, it exhibits the

social relevance, because emotional education within the educational

environment leads to form and strengthen, apart from identity,

values, which makes students co-participants of a society that is in

constant transformation.

On the other hand, it presents theoretical value that manifests itself

in instituting conceptions and methodologies that support emotional

education and its positive effect on self-esteem at every moment.

Based on the results achieved, new strategies will be reprogrammed

to assist the teacher in teaching and learning procedures.

The methodological usefulness of the research work is located in the

didactic resource that will be established to create children, under the

perspective of the profile established by the Ministry of Education.

The teacher's work is focused on carrying out follow-up to control

the activities and teaching protocols of the children. For this purpose,

a descriptive field research is stimulated, using techniques such as

observation, checklist and survey of the sample under study.

In relation to the previous approaches, the general objective of the

study was: To design a program of corporal ludic strategies to

enhance emotional education in 4-year-old children of the Benjamín

Rosales School of Guayaquil 2020; from which the specific

objectives were disaggregated: (a) To identify the importance of

body play strategies in the cognitive development of emotional

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education in 4-year-old children; (b) To implement body play

strategies to potentiate emotional education; (c) To propose a

program aimed at teachers for the growth of emotional education

through body play strategies ; (d) To validate the program of body

play strategies to potentiate emotional education in 4-year-old

children of the Benjamín Rosales school of Guayaquil, 2020.

The work is related to the research by showing the importance of the

use of play strategies in the psychomotor development of children,

and how it positively influences their development in a dynamic way

with respect to the knowledge, skills and abilities developed,

creating within them the confidence that they can perform all kinds

of activities.

For Dávila, (2018) the method used is based on a qualitative research

as assertive, using participatory observation, as well as interviews

which allowed to know the social behavior and identify the various

existing problems with which one of the possible solutions was

reached, a group of children whose ages range from two to five years

was delimited. The result showed that teachers should learn more

about the different strategies that allow them to develop fine motor

skills in children that allow them to develop in a comprehensive

manner.

The two works are related to the use of playful strategies that allow

teachers to develop both fine and gross motor skills in five-year-old

children, allowing them to have a significant learning experience and

develop their personality as well as their emotional education, which

is part of their character, with the support of parents in the teaching

process.

The research works are related to the playful activities as the direct

propellant of the motor development to potentiate the education

through the development of their abilities, with which they improve

the interrelation between the children and the values are

strengthened influencing in a direct way in the development of the

intelligence by means of the games.

Materials and methods

According to its purpose, it is based on pure basic research that

serves as a foundation for applied or technological research; and it is

fundamental because it is essential for the development of science.

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According to its character, it is of the linear and casual correlational

type for Aparicio et al., (2005) is a type of non-experimental research

in which researchers measure two variables and establish a statistical

relationship between them (correlation), without the need to include

external variables to reach relevant conclusions.

According to its nature it is of quantitative type Berselli, (2018) is a

research method that uses mathematical and statistical analysis tools

to describe, explain and predict phenomena using numerical data.

It is of a temporal type, it is based on a transversal research because

it is non-experimental, it collects data at a single moment, in a single

time. Its purpose is to describe variables and analyze their incidence

and/or interrelation at a given moment.

It is a non-experimental model, it facilitates the collection of

information through the use of the instruments, that is, it does not

have any type of control over the study variables, the main function

is to keep track of the results that arise within the problem, in the

same way, the propositional correlational design is used because it

has two variables within the research. The variables studied are not

deliberately manipulated. The way to proceed is to observe the

phenomena to be analyzed as they are presented in their natural

context.

The population of the Benjamín Rosales school is comprised of 90

4-year-old students.

Table Population1. of the Benjamín Rosales school

Item

Detail

Persons

Female students

48.9

Male students

51.1

Total

100.00

Source: Benjamín Rosales School

Part of the elements or subset of a population that is selected for the

study of that characteristic or condition. For the selection of the

sample, only 4-year-old children will be considered, to whom a

checklist will be applied, and a survey of parents and an interview

with an expert in child psychology will be conducted; therefore,

those involved in the research will be determined by means of a

fraction of the population.

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Table2 . Benjamín Rosales School Sample

Item

Detail

Persons

Female students

Male students

Total

Source: Benjamín Rosales School

A convenience sample in an initial phase of a project can give us

information on trends and results that we will find when using a

probability sample. The non-probabilistic convenience sample was

applied because of having a population of less than 100 individuals,

the use of a formula is not used. To select the sample, a fraction of

the population of the Benjamín Rosales school was chosen to be used

in the research instruments.

Observation was used to collect information, in addition, the survey

facilitates the gathering of information through questions related to

the study variables, an unstructured interview was conducted with

an expert in the psychosocial and emotional area to establish the

relevance of creative strategies in the emotional strengthening of

children.

Next, talks were held where the teachers were explained the work

and the way the survey would be carried out, showing the instrument

used (questionnaire), the checklist, the number of questions and the

alternative answers, indicating that it is a personal and not a group

survey, setting the day and time for the survey and that it would not

affect or alter their working hours, in addition to signing the

individual authorization and the acceptance of evidence (photos) that

support the process.

Results

The results obtained from the application of instruments to the

teachers of the "Benjamín Rosales" school are shown, in order to

know the level of the variable playful strategies, with its dimensions,

playful capacity, resources, playful participation and the emotional

education dimension.

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Based on the data obtained to determine the level of the playful

strategy variable, based on the instrument used with the teachers, 6

teachers were found to have a high level of knowledge of playful

strategies, in the medium level, 4 teachers with a percentage of 33%

stated that they had acceptable knowledge of strategy, and in the low

level, 2 teachers were found to lack knowledge of playful strategies,

which represents 17%.

In order to determine the level of the playful capacity dimension of

the variable playful strategies, based on the instrument used with the

teachers, it was defined that at the high level there were 7 teachers

with a percentage of 58% who stated that they had a high level of

knowledge of playful capacities, at the medium level 2 teachers with

a percentage of 17% stated that they had acceptable knowledge of

the dimension and at a low level it was observed that 3 teachers,

representing 25%, lacked knowledge of the playful capacities of the

children.

The data obtained to determine the level of the resource dimension

of the variable play strategies, based on the instrument used in the

teachers, defined the high level in which 5 teachers were found with

a percentage of 42%, who stated that they had a high level of

knowledge of play resources, in the medium level 4 teachers with a

percentage of 33% stated that they had acceptable knowledge of the

dimension and in the low level it was observed that 3 teachers,

representing 25%, lacked knowledge about the use of play resources

by the children.

The data obtained to determine the level of the participation

dimension of the variable playful strategies, based on the instrument

used with the teachers, showed that at the high level there were 4

teachers with a percentage of 33% who stated that they had a high

level of knowledge of playful participation, at the medium level 6

teachers with a percentage of 50% stated that they had acceptable

knowledge of the dimension, and at the low level it was observed

that 2 teachers, representing 17%, lacked knowledge of the playful

participation of the children.

According to the data obtained to determine the level of the variable

emotional education, based on the instrument used with the teachers,

it was defined that at the high level there were 4 teachers with a

percentage of 33% who stated that they had a high level of

knowledge about emotional education, at the medium level 6

teachers with a percentage of 50% stated that they had acceptable

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knowledge about emotional education and at a low level it was

observed that 2 teachers, which represents 17%, lack knowledge

about the management of this dimension.

Likewise, in the data obtained to determine the level of the

participation dimension of the emotional education variable, based

on the instrument used with the teachers, it was defined that at the

high level there were 4 teachers with a percentage of 33% who stated

that they had a high level of knowledge of playful parceling, at the

medium level 5 teachers with a percentage of 42% stated that they

had acceptable knowledge of the dimension and at the low level it

was observed that 3 teachers, representing 25%, lacked knowledge

of emotional education in children.

With respect to the data obtained to determine the level of the

participation dimension of the emotional education variable, based

on the instrument used with the teachers, it was defined that the high

level was found to be 5 teachers with a percentage of 42% who stated

that they have a high level of knowledge about interpersonal

relationships, at the medium level 4 teachers with a percentage of

33% stated that they have acceptable knowledge about the

dimension and at a low level it was observed that 36 teachers, which

represents 25%, lack knowledge about interpersonal relationships.

To determine the corporal playful strategies and potentiate emotional

education aimed at teachers for the growth of emotional education

in children through corporal playful strategies we proceeded

documentary analysis of different types of bibliographies, finding

the research of Aguaded and Valencia (2017) the application of the

"Program to improve the emotional intellect in children's instruction:

utilization of Mayer and Salovey's model", it was determined the

importance that it is a complex work performed by the teacher, but

determinant in what refers to the development of emotional

intelligence that is framed in an integral way in educational training.

Likewise, the research work of Vizueta and Márquez (2019), "The

emotional intellect in the development of instruction and

preparation" was taken into account, where it was concluded that

teachers and students do not present some kind of mastery over

emotions, which causes various conflicts inside the classroom

having as a predominant factor the lack of a pedagogical

environment caused the low academic performance. As well as the

research conducted by Alarcón and Noboa (2019) with the thesis

"Emotional education and its impact on self-esteem", it is concluded

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that teachers do not present any type of strategies in what refers to

the educational area, with which it is necessary to carry out the

implementation of playful activities that facilitate emotional

reinforcement in children. Similarly, the Emotional Intelligence

theory of Daniel Goleman (1996) cited by Rojas (2016) has been

reviewed. is primordial in relation to achieve success which is

defined as the primary cause to obtain attitudes and in turn perceive,

understand and make changes that lead to achieve the feelings and

attitudes of mood either individually or collectively, similarly it is

supported by the creative strategies of Piaget (1998), this links

several phases of children's play, according to Alava (2013) tends to

affirm as a mental grouping the use of the various ludic systems

supported by the theory of "energetic surplus" transmitted by Herbert

Spencer quoted by Morris (2013) cited by Vázquez, (2019), where

fun is formed with the impetus that children have inside, that

hyperactivity should be focused on improving their interpersonal

relationships and strengthen the emotional psyche through the motor

system.

Discussion

Once the results of the surveys in the research have been analyzed,

it has been possible to determine the representative relationship

between playful body strategies and emotional education to a

moderate degree, thus arguing the general objective, which was the

design of a program of playful body strategies to enhance emotional

education in 4-year-old children of the Benjamín Rosales School in

Guayaquil 2020, where it can also be stated that the results of this

research present relationships with previously mentioned scientific

works.

Regarding the design of a program of corporal ludic strategies that

consists mainly in identifying the importance of corporal ludic

strategies in the cognitive development of emotional education in 4-

year-old children, the related result is shown in Table 3: 27%, that is

to say that 6 out of 23 teachers do not know about the development

and strengthening of emotional education in children.

Regarding the playful capacity dimension of the playful strategies

variable presented by the teacher, it is related to the position that he

lacks knowledge, that is, he does not know how to use the

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appropriate pedagogical methodologies that are in accordance with

the age of the students.

In relation to the resource dimension of the variable play strategies,

the results showed that 28% lacked knowledge about the use of play

resources in children, the play models to reinforce gross

psychomotor skills in children aged four to five years, where it is

highlighted that the so-called gross skills are necessary in the

maturation process in children that are developed in what is known

as early childhood, facilitating the evolution and independence in the

emotional and intellectual development, synthesizes it as one of the

actions chosen which should be adapted to the places without

distinction of physical space, where what matters is that the

necessary resources are available so that children can learn while

having fun, focusing mainly on the activities they perform without

any danger to personal integrity.

According to the results of the surveys, it is observed that the

majority of teachers do not handle playful techniques corresponding

to the age of the children, which causes a prejudice in the

development of the gross motor and their cognitive skills, Therefore,

we proposed a program directed to teachers for the growth of

emotional education through corporal playful strategies in 4 year old

children of the Benjamín Rosales School in Guayaquil.

Based on the above, it was found that the programs of corporal play

strategies represent a great contribution for the teacher by

contributing to the process of developing motor skills and promoting

emotional education in children through interpersonal relationships

by using playful games. In reference to the theoretical bases used in

the current research, it is evident that it is supported by Piaget's

strategy theory, which expresses the importance of the different

phases of children's activities elaborated in playful games so that

social interaction is more fun and enjoyable.

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