Juegos didácticos dirigidos a los conocimientos del mundo animal en los niños del grado preescolar
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Universidad de Sancti Spíritus "José Martí Pérez"
Abstract
Introducción: Las vivencias y conocimientos adquiridos por las niñas y los
niños se traduzcan en emociones positivas y en una actitud medioambientalista
en la cual prevalezca el cuidado hacia las plantas, animales y el agua.
Los niños deben llegar a descubrir que todas las cosas de la naturaleza pueden
reunirse en dos grandes grupos: lo vivo y lo no vivo, y que dentro de estos
existen subgrupos más pequeños. Las plantas, los animales y el hombre,
dentro de lo vivo, y las cosas en estado natural y las transformadas por el
hombre, dentro de lo no vivo.
Objetivo: Aplicar juegos didácticos que contribuyan al desarrollo de los
conocimientos acerca del mundo animal en las niñas y niños del grado
preescolar.
Materiales y Métodos: Se realizó un diagnóstico mediante la utilización de
diferentes métodos. Se observaron 10 niños. Se aplicó una guía de
observación.
Resultados y Discusión: El diagnóstico realizado permitió identificar las
principales potencialidades y dificultades presentadas en los niños que
conforman la muestra y a partir de este resultado se determinó la vía de
solución que en este caso corresponden a los juegos didácticos que se
aplicaron apoyados con diferentes medios
Conclusiones: Los juegos didácticos aplicados responden a las necesidades
de los sujetos muestreados, mostraron la efectividad de los mismos, ya que
hubo transformación en los sujetos muestreados aunque hubo 3 niños que
quedaron evaluados de regular y mal
Introduction: The experiences and knowledge acquired by children are translated into positive emotions and an environmentalist attitude, where care for plants, animals, and water prevail. Children must discover that all things in nature can be grouped into two large groups: living and non-living, and that within these exist smaller subgroups. Plants, animals, and humans are included within the living, and things in their natural state and those transformed by humans are included within the nonliving. Objective: To implement educational games that contributes to the development of knowledge about the animal world in preschool children. Materials and Methods: A diagnosis was made using different methods. Ten children were observed. An observation guide was applied. Results and Discussion: The diagnosis made it possible to identify the main strengths and difficulties presented by the children in the sample. Based on this result, the solution was determined, which in this case corresponded to the educational games used, supported by different media. Conclusions: The educational games applied responded to the needs of the sampled subjects and demonstrated their effectiveness, as there was a transformation in the sampled subjects, although three children were evaluated as average and poor.
Introduction: The experiences and knowledge acquired by children are translated into positive emotions and an environmentalist attitude, where care for plants, animals, and water prevail. Children must discover that all things in nature can be grouped into two large groups: living and non-living, and that within these exist smaller subgroups. Plants, animals, and humans are included within the living, and things in their natural state and those transformed by humans are included within the nonliving. Objective: To implement educational games that contributes to the development of knowledge about the animal world in preschool children. Materials and Methods: A diagnosis was made using different methods. Ten children were observed. An observation guide was applied. Results and Discussion: The diagnosis made it possible to identify the main strengths and difficulties presented by the children in the sample. Based on this result, the solution was determined, which in this case corresponded to the educational games used, supported by different media. Conclusions: The educational games applied responded to the needs of the sampled subjects and demonstrated their effectiveness, as there was a transformation in the sampled subjects, although three children were evaluated as average and poor.