Bienestar emocional de niños y niñas en primera infancia a partir de la gamificación como estrategia pedagógica aplicada en los procesos de aprendizaje en el colegio Vanguardia sede Cairo alto.

Abstract

The purpose of this research was to understand how the well-being of young children in early childhood is promoted through the use of pedagogical strategies such as gamification, considering that the learning processes in this stage are determinants for the configuration of motivation, the relationship of children with their teachers, the desire to go to school, the disposition for learning, as essential elements of the emotional well-being of young children. It is important to note that the way in which children learn affects the integrity of development in this stage. There are different pedagogical and didactic strategies, such as gamification, which offer new ways of relating to knowledge, which in turn enables self-confidence, motivation for exploration, and playing with other children. The research is qualitative in nature and was conducted under the phenomenological method, since an inquiry was made into the experiences of children, as well as teachers, in their daily practice. Ten children from the transition grade of the Vanguardia Cairo Alto institution participated in an ethnographic exercise, which allowed this research to understand the experiences of young children within the educational context and their relationship with their emotional well-being through participant observation, specifically in gamification as a pedagogical strategy. A focus group was also conducted with three teachers involved in the educational process of young children, which allowed for an understanding of the pedagogical experiences of teachers in relation to the emotional well-being of young children.