Recognition of social and school interaction skills through games as an

inclusive education strategy in the communicative dimension for

primary education institutions

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Reconocimiento de habilidades de interacción social y escolar a través del juego, como

estrategia de educación inclusiva en la dimensión comunicativa para instituciones de

educación primaria

Introduction

With the development of this work, it was observed that through play, intelligence is

stimulated, allowing the child to create new connections where he/she is the one who

aspects. The game is a tool that allowed to investigate, know and discover everything

that is needed to acquire skills and abilities in the evolution of the human being and to

strengthen the strategies of inclusion in the classroom. Through the game, knowledge

and knowledge were acquired, for this reason, the playful strategies in education

facilitated the development of knowledge in a natural and spontaneous way, this

premise allowed the teacher to observe the behavior of the students of the fifth grade

of the Educational Institution El Ramo, which range in age between 9 and 10 years;

taking into account that there is an education with a new school modality.

about the topics discussed in class. Therefore, an analysis of the environment was

made and according to the meetings held with parents it was possible to summarize

that students are characterized by maintaining a moral and economic dependence that

sometimes leads them to make small decisions for them, affecting the development of

interaction with others, this situation also occurs in the classroom where students

show a very low level of interaction; which focus daily on overcoming academic

obstacles leaving aside the importance of coexistence and sharing with others. This

problem has been evident for several years, as it is part of the social behavior that

characterizes the rural population of this municipality; due to the great distances

between farms and the little time available to develop integration and healthy

reading corners, dramatizations, interaction with the surrounding environment, board

games; among others, in order to awaken in them the interaction and cooperative

work.

For this reason, game strategies were sought that generated in the student the desire

to interact creating solid foundations, so that in the future he can strengthen his life

project, as a social and autonomous being. Through this research project, participatory

action was sought to implement strategies that help develop their skills through the

game and through the qualitative approach an analysis of the results of the line of

applied research was carried out, giving as a conclusion the positive impact of this in

the educational context.

The problem that was evidenced was that students spend most of their free time using

technology either on their cell phones or on television and even more so with the event

that the whole world went through due to the Covid-19 pandemic; leading all

communities to interact through virtual platforms, including education. This situation

generated a negative impact on students, as it made them withdrawn, passive and with

an unfriendly attitude in socializing with other classmates; therefore, upon returning

to the academic presence they returned with large gaps in knowledge and likewise in

the management of soft skills such as assertive communication, cooperative work with

knowledge, since the traditional thing is the learning of concepts by heart. The second

phase was the disbelief of the educational community and parents regarding the

pedagogical strategy, considering that it does not promote true learning. A third phase

focused on the fact that the curricular standards did not take into account the game as

an evaluation method in the curriculum. As a fourth phase, the obstacle was found to

be the scarce training and provision of support material to teachers with emphasis on

the implementation of the game as an educational strategy, due to the little experience

in the application of this type of activities in the school. And finally, the fifth phase

presented an obstacle due to the large groups in the schools; causing chaos in the

implementation of the game in the educational environment (p. 14-15).

communication, social and cultural environment can be improved; likewise social

skills where there is the participation of their family and community. From the local

The objective of this research was to recognize the social and school interaction skills

dimension in the fifth grade students of the El Ramo Educational Institution in San

Bernardo de Betulia Santander, for which the steps of identifying social and

communicative skills in the teaching-learning process in the grade focused for study

were carried out, as a mechanism of inclusive education, to design a pedagogical

strategy that allows the improvement of social and communicative skills present in the

teaching-learning process from the intervention with the game and to analyze the role

of the game as a strategy for the development of social and communicative skills in

primary education communities.

tools such as the diagnosis of the object of study, an intervention plan was designed

with the development of workshops based on social games, also including the final

stages of implementation and systematization of the information. All this

understanding the fundamental role of the participating agents of the problem,

allowing to reach the subject of study, which makes it possible to discover the findings,

analysis and finally the results.

to recognize the social behavior in students and thanks to this, comprehensive and

innovative educational environments were generated for the formation of the being in

society.

This project was based on the theories of Piaget, Turing and Ausubel. First, according

to Piaget (1932, 1946, 1962, 1966), he proposed the development of cognitive stages

with the implementation of play activity, which develop parallel to the child's cognitive

structures; considering play as the opportunity to assimilate children's behavior and

their interaction with the surrounding environment. Therefore, this research project

was focused on the game of simple rules as characteristic of the Concrete Operations

Stage (7-12 years). And it was carried out the development of ludic-pedagogical

objects, games of simple rules, symbolic games and cooperative games in order to

recognize the social and school behavior of each one of them.

must be used for his benefit and thus reach a meaningful learning in a non-arbitrary

and substantial way starting from his cognitive structure as a drawing, graph or

with ages between 9 and 11 years old. It was observed that the students had difficulty

communicating with their peers in different activities that involved engaging in

dialogues or carrying out conversations, since their attitude was passive towards the

different scheduled school activities. It is a new school, located in a rural area with a

cold climate, the inhabitants of the area are of medium-low socio-economic strata,

dedicated to agriculture, coffee cultivation and cattle raising.

that was carried out.

sequence of workshops and the progress and developments in the educational

environment were recorded.

Excel program, where each response collected in the process of implementing the

sequence of workshops was transcribed; likewise, the survey instruments and the

input and output attitude scale, respectively. Finally, the reflective critical analysis was

carried out, taking into account the research field diary with emphasis on the behavior