Revista Científica Interdisciplinaria Investigación y Saberes

2022, Vol. 13, No. 1 e-ISSN: 1390-8146

Published by: Universidad Técnica Luis Vargas Torres

How to cite this article (APA):

Medrano, E., Torres, R. (2022) Playfulness: a pedagogical strategy to

Bachelor's Degree, Corporación Universitaria Rafael Núñez, Bachelor's Degree in Child Pedagogy,

Bogotá, Colombia erikamedrano85@hotmail.com, https://orcid.org/0000-0003-0244-5612

Bachelor's Degree Universidad de Pamplona, Bogotá, Colombia, rutobra@gmail.com,

qualitative, of an interpretative type and with an action research

design. The population is formed by two teachers and the proposal is

implemented in third grade students. The techniques used were the

interview, participant observation, diagnostic test and survey; the

instruments were represented in the field diary, questionnaire and

interview guide. Among the results obtained are the fulfillment of the

three objectives, as well as the design and implementation of the

proposal which left significant learning in the students. It was

concluded that it is substantial to develop playfulness as a learning

strategy that allows a style of apprehension of knowledge, to promote

docente pues las características del aprendizaje permiten que sea

concebida como una estrategia pedagógica que promueve el

aprendizaje significativo. Esta investigación tuvo como objetivo

general fortalecer el aprendizaje de la lectura en el grado tercero de

la Institución Educativa Santa Ana mediante la lúdica como estrategia

pedagógica. El enfoque es cualitativo, de tipo de es de tipo

interpretativa y con diseño de investigación acción. La población está

conformada por dos docentes y la propuesta es implementada en los

estudiantes de tercer grado. Las técnicas utilizadas fueron la

entrevista, la observación participante, prueba diagnóstica y

estilo de aprehensión del conocimiento, para promover la autonomía,

pues facilita asimilar nuevos conocimientos, ideas basadas en

significados propios y la construcción de un ambiente de aprendizaje

propio, armonioso, en el cual el estudiante sea autónomo.

Lúdica; estrategia pedagógica; aprendizaje de la

lectura

didactic task from a perspective that allows the approach of the

teaching process of reading with innovative and creative

In this context, play represents a kind academic process in teaching

practice, since the characteristics of learning allow it to be conceived

as a pedagogical strategy that promotes meaningful learning through

innovation and creativity. It offers students the possibility of

optimizing knowledge acquisition processes, recreates contexts and

provides security to the learner. Through play, attitudinal components

in learning can be framed, thus providing the motivation to generate

learning project that he manages, to make this process more effective

and dynamic, and to achieve the development of competencies in the

student.

knowledge, for the construction of a new one based on the meaning

developed. Therefore, it is proposed as a space for the construction

of knowledge, since the application of this pedagogical strategy in

the classroom encourages students' motivation towards knowledge,

since through the relationship between the subject and the object, it

procedural context in all fields of knowledge, having as main axis the

significant learning.

learning, since it allows the student to appropriate the world from his

or her own perception. Ehri (2003, as cited in the United States

learning to read is a complex process for both educational actors, the

student and the teacher, and achieving it is the result of an intentional

process that begins in the early stages of childhood. In this regard,

countries, a high percentage of children were found to have

difficulties in reading and writing as appropriate for the school grade

and habits necessary for lifelong learning" (p.71), there are factors

that negatively impact the educational process, among them points

out Zubiría (2018), the way of teaching under traditional learning

of students have changed a lot.

On the other hand, the delay that reading presents in school

environments is correlated, among others, by factors associated with

pedagogical practices, being considered a mandatory activity,

imposing its practice, time, place and subject matter to develop that

often do not attract the attention or interest of children, USAID (2018)

adds "the difficulty of obtaining teaching materials either by high

This problem has become evident in several scenarios, among them

in the areas of language and mathematics. Delgado (2014) highlights

In the period 2012 to 2015, notes the Colombian Institute for the

Promotion of Higher Education (2018, as cited in Sanabria et al.,

number of students in the insufficient category was 21%, 30% in

than half of the participating students have difficulties in reading. For

the year 2018, in the PISA tests in the subject of reading in primary

education Colombia significantly deteriorated, achieving in the results

412 points, a lower performance than the average among the

countries of the Organization for Economic Cooperation and

Development (OECD).

Referring to the context of study, in the Santa Ana Educational

Institution, the learning of reading presents difficulties, particularly the

strategies that encourage the student's interest in reading, because

the methodology they have been using is behaviorist and has not

achieved favorable results in the progress of reading in students.

It is evident that if this problem continues in the institution for learning

to read, third grade students will have problems related to the

construction of meanings, their representation, in becoming aware

that letters represent significant sounds, that they can articulate words

and understand what they mean, with the purpose of appropriating

to be, do and learn, therefore, it is necessary that the teacher in the

children to read with strategies that awaken their interest in learning

to read in order to build a significant and progressive progress in the

even the children have difficulties in reading due to problems of

and interesting element for the student. In this case, they are linked

to the learning of reading, therefore, the theoretical argumentation of

this aspect and the incidences it has to achieve meaningful learning is

Playfulness as a strategy represents the opportunity to develop

integral learning through the execution of guiding actions that

strengthen the educational process and the cognitive apprehension

of students. In this sense, its incorporation to strengthen the learning

contexts where they can be put into practice, creating and shaping

pleasant environments that facilitate the development of skills and

competencies in the area of knowledge required by the student, in

this case to learn to read. When children put into practice the game

Thus, building pedagogical strategies based on play represents the

design of a set of tools, activities and resources to be used by the

teacher to facilitate the learning process of reading, based on the

close interaction between the teacher and the student.

a conclusion, the author states that there was evidence of a low

innovative tool to achieve results with respect to the shortcomings

detected in the learning level of reading. The study was carried out in

the facilities of the Escuela de Educación Básica Fiscal José de la

Cuadra y Vargas, the studied population of the elementary sub-level

The methodology applied was mixed, bibliographic, with field design.

the improvement of the teaching-learning process in the area of

Language and Literature, arising or the need to implement a Guide

Lorica Departamento de Córdoba, in Spain stands out. Its objective

was to propose play as a pedagogical strategy to motivate the

teaching of reading and writing allowing the strengthening of

competencies in the area of Spanish language.

research, through direct observation and interviews with 28 students

who made up the population of this research, it was found that the

implementation of playfulness strengthened the processes of

teaching reading and writing. Because the students developed study

habits with a different methodology and also with the implementation

of the research work it was possible to improve the academic

regarding the game as a didactic resource in the teaching and

the conclusion that both teachers and students value the use of

games as an activity to promote learning, but they are not used due

On the other hand, Perdomo and Rojas (2019), conducted the

research entitled La ludificación como herramienta pedagógica:

algunas reflexiones desde la psicología, developed in Bogotá,

Colombia. Its main objective was to determine the relationship

between the dimensions of psychological functioning and

gamification as a novel pedagogical strategy. Under a documentary

approach methodology, a conceptual review was carried out related

The research found that there is a close relationship between

reference in pedagogical innovation in the different areas of

knowledge.

Similarly, Marulanda and Regino (2017) developed the research

entitled playfulness as a pedagogical strategy to strengthen the

school environment relationship and healthy coexistence in fifth grade

students of the I.E.D Isaac Newton in Barranquilla, Colombia. Its main

objective is to implement play as a strategy to improve the school

environment relationship and healthy coexistence in fifth grade

students of the IED Isaac Newton, to achieve this end a methodology

was used within a qualitative paradigm with a socio-critical approach

the child can express him/herself widely, filming with informed

It should be noted that what was stated by the teachers interviewed

shows the importance of implementing strategies related to play in

to promote the desired learning" (p. 113); they are the ways in which

the teacher acts to generate learning in the student. The planned

actions will depend on the learning objectives and the psychological

characteristics of the students.

Thus, strategies are determined by the use given by the teacher in his

pedagogical reflection, through the demonstration of mastery,

professional and didactic experience, to achieve meaningful learning.

Therefore, they involve multiple elements such as the age of the

students, specific knowledge, attitudes, skills, classroom organization

and methodology.

activities in the teaching of reading, which causes the need to use

student, so that in a harmonious and interactive way the creation of a

collaborative learning environment is propitiated, in an efficient,

pleasant and enjoyable way.

In this context, the educational game is a learning strategy conceived

as a space to develop creativity in the student through recreation.

Through this playful process, learning takes place in a fun way,

walk within the school. We start from the premise that a game

adapted to the age and competencies of the student represents a

significant learning model for him/her, as Labrador and Morote (2008)

refer "the teacher needs to select the type of game, according to the

objectives and the importance of the teacher in the participation and

didactic resource. Therefore, any game that is used to achieve

innovative, participatory and creative, in such a way that it can inspire

and motivate. Based on the above, the teacher considers the

by social researchers due to the benefits it brings to the teaching

process. It is important to point out that play has an interactive

dynamic in the learning process, since it represents a stimulus and a

directionality towards creativity and teamwork, because when the

This is why learning strategies based on play are a potential tool for

On the other hand, developing the conceptual approach of play to

strengthen reading in students, it can be affirmed that it is an active

read and the interpretation they make, which influences the

development of the reading habit. In agreement, Ortiz (2015) point

out that using playfulness in the classroom creates commitment on

the part of the teacher, as well as the student, favors the

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