El juego de mesa y los lenguajes artísticos como herramientas para la educación emocional = Abweichender Titel: Board Games and Artistic Languages as Pedagogical Tools for Emotional Education
Board games, beyond their recreational purpose, enable the simulation of social situations, the resolution of conflicts, and the practice of communication skills within a safe and collaborative environment. Artistic languages offer expressive pathways through which children can channel emotions, sti...
| Otros títulos: | Abweichender Titel: Board Games and Artistic Languages as Pedagogical Tools for Emotional Education |
|---|---|
| Autores principales: | ; ; |
| Tipo de documento: | Electrónico Artículo |
| Lenguaje: | Español |
| Verificar disponibilidad: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Publicado: |
2025
|
| En: |
Cauriensia
Año: 2025, Volumen: 20, Páginas: 1321-1338 |
| Otras palabras clave: | B
educación emocional
B lenguajes artísticos B competencia social B gamificación B juegos de mesa |
| Acceso en línea: |
Volltext (kostenfrei) Volltext (kostenfrei) |
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| 520 | |a Board games, beyond their recreational purpose, enable the simulation of social situations, the resolution of conflicts, and the practice of communication skills within a safe and collaborative environment. Artistic languages offer expressive pathways through which children can channel emotions, stimulate creativity, and strengthen self-esteem. This study presents an educational innovation experience carried out with prospective Early Childhood Education teachers, aimed at enriching their pedagogical practices and fostering the holistic development of young learners. Through a Project-Based Learning (PBL) approach, a board game was designed and implemented to address emotional learning and content from the area of Knowledge of the Natural, Social, and Cultural Environment, integrating music, visual arts, and movement. The article describes the game-design process, its basic rules and dynamics, and its implementation in an Early Childhood classroom with five-year-old pupils. Drawing on qualitative observations and the assessments of both the classroom teacher and the participating university students, the analysis highlights the potential of the experience, revealing benefits in motivation, social interaction, and the development of emotional and social competences | ||
| 520 | |a El juego de mesa, más allá de su carácter recreativo, permite simular situaciones sociales, resolver conflictos y practicar habilidades comunicativas en un entorno seguro y colaborativo. Los lenguajes artísticos ofrecen vías expresivas para canalizar emociones, estimular la creatividad y fortalecer la autoestima. Este trabajo presenta una experiencia de innovación educativa con futuros docentes de Educación Infantil, orientada a enriquecer sus prácticas y favorecer el desarrollo integral del alumnado. Desde la metodología del Aprendizaje Basado en Proyectos (ABP) se diseñó e implementó un juego de mesa para trabajar las emociones y contenidos del área de Conocimiento del Medio Natural, Social y Cultural, integrando música, plástica y movimiento. Se describe el proceso de diseño del juego, sus reglas básicas y dinámicas, así como su aplicación en un aula de Infantil con niños de 5 años. A partir de observaciones cualitativas y de la valoración de la tutora y del alumnado universitario, se analizan los logros de la experiencia, que evidencian beneficios en la motivación, la socialización y el desarrollo de competencias emocionales y sociales. | ||
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