Jugando ando y por la vida me voy comunicando

Abstract

This research was based on the importance of strengthening all dimensions of child development in the early childhood school environment, especially articulating the communicative dimension with social interaction and play, based on the requirements and needs detected in the diagnosis. that we carried out at the beginning of the academic process as a method of adjustment to the curricular planning, with a focus group of students from the kindergarten grade (2022) who later attended the transition grade (2023) of the Jackeline IED School, morning session, in the town of Kennedy whose ages ranged from 5 to 6 years. In accordance with the above, we reinforce our approach based on the review of different investigations and authors who have carried out studies, which show that communication skills can be developed and strengthened through play, such as the postulates made by Winicott (1940) regarding play as a pedagogical strategy, Vygotsky (1920) in relation to social interaction, Piaget (1923) regarding child development, and Tonucci (1990) regarding the need to recognize play as child labor, among others. Our field work was approached from the qualitative approach and techniques of School Ethnography, which allowed us to recognize the needs and strengths from the realities of the participants in the application of each instrument. Within this context, we develop this exploration through the observation of game spaces where the participants spontaneously established communicative exchanges, drawings, and stories in their playful activities in the classroom. Finally, we found findings that allowed us to reach conclusions and final recommendations on the importance that play provides in spaces for social interaction between boys and girls, which in turn serves to strengthen linguistic development and its cultural context.