Tag: Gioco

Categorie
Educazione per bambini

Juego simbólico IV

Para realizar esta actividad de documentación en la escuela infantil me he centrado en el juego y más específicamente en el juego simbólico, pues el juego tiene un papel fundamental en el desarrollo integral de los niños. El juego motiva y facilita el aprendizaje.

A lo largo de mis estudios y de las prácticas realizadas en centros educativos he podido observar la importancia del juego en el proceso de enseñanza – aprendizaje.

El juego simbólico permite desarrollar la función simbólica en los niños, la cual es muy importante en el proceso de socialización y para el conocimiento de la realidad. Los niños, son los protagonistas de su propio aprendizaje, interaccionan con otros niños y establecen roles en los que tienden a imitar la realidad o el contexto en el que se desarrollan.

La función simbólica, permite hacer visible un objeto o un acontecimiento que no está presente, a través de algún sistema de representación: gestos, imagen mental, lenguaje, dibujo, acciones significantes, juegos de ficción…

El juego simbólico permite la asociación de un objeto cotidiano con la acción que el niño realiza con él.

Mediante el juego, el niño interpreta sus experiencias y establece reglas, y todo ello le permite asimilar y aprender. El “juego simbólico” es un mecanismo de descontextualización y de desarrollo de la función simbólica.

La función simbólica es importante, pues permite asimilar de forma lúdica aprendizajes y conocimientos sobre el contexto físico y social a través de juegos, palabras, objetos… que les permiten explorar dicho contexto.

En un principio la actividad se centra en el propio cuerpo y va evolucionando progresivamente e incorporando objetos que le rodean.

Mas o menos al año y medio el niño es capaz de imitar acciones sin tener presente el objeto que las provoca y puede crear situaciones que reproducen hechos reales que ha vivido. Son estas situaciones las que llamamos juego simbólico.

El niño comienza por imitar hechos muy próximos a la situación real vivida, comienza a hacer imitaciones de situaciones que él realiza habitualmente, por ejemplo, hace como que come, duerme…para evolucionar y trasladarlas a otros, por ejemplo dar de comer. Es en este momento, cuando juega por ejemplo con muñecas y les da de comer, o lava o peina, cuando el niño imita lo que los adultos más próximos hacen con él, para finalmente no sólo imitar, sino que se identifica con lo que está representando.

A través de la observación he podido comprobar que la imaginación todavía no está muy presente en la etapa 0 -3, es más adelante cuando los niños son capaces de enriquecer y construir situaciones más complejas y compartirlas con otros niños.( jugar a mamás y papás). En el aula de dos años si he podido observar alguna situación en la que la imaginación está más presente que la imitación.

El juego simbólico es primordial para el desarrollo cognitivo del niño, pues para entender diferentes ideas y situaciones es necesario ponerlas en práctica de forma simbólica.

He podido constatar que ha través de diferentes situaciones de juego, el niño es capaz de separar los objetos reales de su significado apoyándose en un objeto sustituto que posee propiedades semejantes al objeto real, por ejemplo, un bloque de las construcciones hace de coche o un palo de madera hace de cuchara.

El juego simbólico favorece el desarrollo y adquisición del lenguaje, así como la relación y la interacción de los niños con los demás y con el mundo que les rodea.

Sara Conde Rubín, 2020.

Categorie
Educazione per bambini

Free play III

Free-play allows the students to conduct their own actions while being the protagonists of that moment (Fernández, 2014). This process is creative and ruleless, it benefits spontaneity, creativity, imagination as well as it frees the children from the pressure they may feel and it allows them to get on in an independent way (Caurcel, 2010). Therefore, free and spontaneous play is very essential for it promotes creativity and generates pleasure in the people who participate in it (Arnaiz, de Basterrechea y Carreño, 2011).

Spanish schools, at the beginning of the 20th century started to position themselves on a more transformative and whole view of childhood; this process wanted to leave behind the rote and intellectualist approach and focus the process of teaching and learning on the children, which also helped the value of the ludic activities to be recognised (Rico, 2007).

Although nowadays the importance of free-play is well known for its benefits, it still lacks opportunities for it to be appreciated. The concept of free-play that we explain in this document is not related to the reality that this process goes through in schools. In spite of the awareness of the teachers about the importance of free-playing they are still resistant to leave time for it in class. This usually happens because these teachers still have a more traditionalist view of playing. They may see it as a spare time activity with no correlation to education. Alternatively, the goal is to not see it as a waste of time but as something rich and productive within the educational process (Rico, 2007).

Certain reason as to why free-playing lacks rich and educational purposes are as followed: lack of pedagogical training the teachers have, the lack of support from the administrative team, the opinions of the families, the pressure of the curricular content and the ratio of students per classroom.

As we mentioned earlier, teachers do not count with a strong support from the administrative team of the school to add the free-playing to their programme, as well as they are not given enough and a specific time for this activity (Mañós, Balagué, Virgili y Montalá, 2019). Moreover, Malaguzzi (2011) tells us about the need of a timeless time, without any rushes, where every kid does as they please, experimenting, building relationships and knowledge. Children have different ways of interacting with people, different ways of expressing themselves and experimenting, so, this process needs to have its own time respecting every child’s right to have their rhythm.

Having finished seeing the reality of free-playing in schools, we can conclude there is no correlation between the traits of free-playing in reality and the concepts we went through in this paper. One of these concepts is that each individual has different way of participating, understanding, contemplating, playing and interpreting and these should be done in a free context. If we allow this process to happen, we will allow the kids to create their own map through the unconscious and the mental representations of the reality (consciousness) (Abad, 2008). In a similar way, children conceive playing as their own basic way to act. Even though they do it for pleasure, the main reason behind this activity is because the feel the need to do it (Arnaiz, de Basterrechea, Carreño, 2011).

For this process to be done correctly, adults, specifically teachers, must present materials in an organised way so that it can provoke a sense of transformation in the children. In this way, the kids will be able to make the places of play their own, physically and mentally. In free-play there should be place for disorganising, destruction, reuse of materials, etc. Teachers must see this process not as an error, but as a way of getting to know the children in a more global way while using the observation as a way of documenting (Abad, 2008).

Using a real-life example, there is a proposal of a teacher of a three years olds classroom that includes a crib, a bench and some fabric. This teacher got mad at the fact that the students did not go through the materials as she had planned but instead, they went in a completely different direction.

We have to take into account that playing is not a one-room activity, but it is recommendable to take place in other spaces outside of the classroom. A more natural surrounding is beneficial thus the free-play enables the students to enjoy, experimenting and learning in a more global way. An example can be school trips in the outside (Rico, 2007).

Once we have seen the evolution of the concepts of free-playing throughout the years and the ones that we have now in the school context, we can say that students are not getting everything they can from it. Schools tend to rely on publishing houses that offer them pseud-games that are far from giving the children the liberty of action that they deserve. The fact that they kids are told the “limits” that certain materials have also limits their learning. Moreover, as we mentioned earlier, the time for creating and experimenting is overlapped by the obligatory assignments that they have to do. as a result, playing has way less time than these previous activities (Hoyuelos, 2015). Playing is not wasting time, but limiting the possibilities of reaching a full growth.

References 

Abad, J. (2008). El Placer y el Displacer en el Juego Espontáneo Infantil. Arteterapia- Papeles de arteterapia y educación artística para la inclusión social, 167-188.

Caurcel, M. J. (2010). Contextos de desarrollo y juego en la edad infantil. En A. Muñoz García, Psicología del desarrollo en la etapa de Educación Infantil (págs. 176-193). Madrid: Pirámide.

Fernández, L. (2014). El juego libre y espontáneo en educación infantil. Una experiencia práctica. Santander.

Hoyuelos, A. (2015). Cultura de la infancia y ámbitos de juego. En A. Hoyuelos, & M. A. Riera, Complejidad y relaciones en educación infantil (págs. 113-130). Barcelona: Rosa Sensat

Malaguzzi, L. (10 de Julio de 2011). Carta de los tres derechos. Recuperado el Octubre de 2020, de Educación Estética… Reggio Emilia: http://reggioemiliaeducacionestetica.blogspot.com/2011/07/carta-de-los-tres-derechos.html

Mañós, R. V., Balagué, À. G., Virgili, N. A., &Montalá, M. D. (2019). Percepción de los maestros sobre el derecho al juego libre en educación infantil y educación primaria. Estudio desarrollado en Barcelona (España). Bordón. Revista de Pedagogía, 71(4), 151-165.

Rico, A. P. (2007). Consideraciones pedagógicas sobre los valores y posibilidades educativas del juego en la España contemporánea (1876-1936). Historia de la Educación, 26.

Authorship

Laura Cabeza Badía y Cristina Rojo Santamaría, 2020.

Categorie
Educazione per bambini

Symbolic game III

The symbolic game as a starting point. Breaking down the word we could talk about two concepts: On the one hand, play, a fundamental need for every child to know and grab or own  the world around them, is the engine of development. On the other hand, symbolic, “to pretend”, it is about all that reality created by the children. According to J. Piaget (1896-1.980), this process corresponds to the balance between assimilation and accommodation. That is to say, face a stimulus from the environment and then modify our behavior by adjusting to external conditions.

This type of game appears, according to the stages of Piaget’s cognitive development at the end of the sensory motor period, prior to the preoperative period, between 2 and 7 years, but spontaneously as the subject acquires the notion of permanent object, simulating non-existent situations, people or objects. The child understands that even though the object is not in front of their eyes, it still exists. In addition, there is a subdivision in stages of: pre symbolic game and symbolic game.

There is a succession of stages according to their evolutionary age, depending on whether they play alone or in the company of adults or their peers (individual game in solitude, parallel to both children but unrelated or shared and cooperative), whether they are structured games or without organizational logic, and the presence or disappearance of egocentricity and social roles. All these, with common objectives of promoting meaningful learning, benefiting fine motor skills, allowing socialization and a new way of communicating.

Symbolic play has great benefits in child development, stimulates creativity and imagination, through games that involve roles, dialogues, creation of characters and descriptions. Like, for example, such as playing moms and dads, doctor cures, creating a hairdresser, dressing up, simulating scenes from everyday life, etc. They begin by simulating everyday scenes, then they include fictitious roles and emotions. Later they substitute objects and create complex scenery.

All these allow the subject to represent mental situations and develop cognitive skills, as well as promote the effective use of spoken language, since they generate rich interactions in the narration of roles and negotiation. This interpersonal intelligence generates an increase in their socio-emotional capacity.

The whole set of indirect learning that we achieve with symbolic play reveals the positive consequences for early childhood: enrichment lexical resources,vocabulary in vocabulary, stimulation of symbolic language, creativity, imagination, social skills (friendship, empathy and cooperation), increased intellectual and motor capacity. It helps to structure thinking, assimilate new behaviors, influence curiosity, experiment and need to know reality. Possibilities for action are not limited, quite the opposite. Children’s freedom emerges and helps to forge their own personality and identity. Based on your abilities and interests.

References 

Klga. Macarena (2018). Juego simbólico. Estimulación Temprana y Neurohabilitación- Crece de colores. Recuperado de: https://www.crecerdecolores.com/post/etapas-del-juego

El juego simbólico en los niños.  (24 de agosto de 2016). Recuperado de: https://www.etapainfantil.com/juego-simbolico

SerPadres. El juego simbólico en la escuela . (2028). Recuperado de: https://www.serpadres.es/1-2-anos/educacion-estimulacion/articulo/el-juego-simbolico-en-la-escuela-infantil-591477393342

Escuela de padres. La importancia del juego simbólico en los niños. (9, diciembre de 2019). Recuperado de: https://www.educapeques.com/escuela-de-padres/juego-simbolico.html

 G. Alba y M. González. Prácticum II de la universidad de Cantabria. (2018-2019).

Imágenes: CEIP Antonio Mendoza. Santander.

El juego en el desarrollo infantil. Unidad 2. (2020). Pag 30. Recuperado de: https://www.mheducation.es/bcv/guide/capitulo/8448171519.pdf

Ceballos, N. (2020). “El valor de lo cotidiano” – Atención psicoeducativa 0-3. (Diapositivas de PowerPoint). Universidad de Cantabria. 

Authorship

María González Real, Sara Castellanos Rivas y Alba Grijuela Rodrigo, 2020.

Categorie
Educazione per bambini

Symbolic play II

Children during early childhood develop a multitude of types of games, but the game par excellence from 2 years to 7 years is the so-called symbolic game. This consists of a type of game that arises naturally, boys and girls imitate situations, objects and characters that are not present at the time, using various materials that are within their reach and developing their imagination capacity.

Despite the fact that the symbolic game is the game par excellence from the age of 2, it appears earlier specifically around 8 months with the pre-symbolic game. Normally, boys and girls carry out this type of activity because of their proximity to the situations raised (Pecci et al, s.f).

There are a lot of benefits to be found about the use of symbolic play in early childhood classrooms.

  • Understand and assimilate the world around them, as well as the different roles established in the lives of adults (Pecci et al, s.f).
  • Social skills, encouraging cooperation and socialization (Roldan, 2020).
  • Problem solving and thus working on decision making (Roldan, 2020).
  • Language development, since when carrying out the symbolic game they usually verbalize what they are doing (Pecci et al, s.f).
  • Express your feelings through developing empathy and channeling of emotions (Roldan, 2020).
  • Develop the imagination and creativity of children (Pecci et al, s.f).

Within the symbolic game we can find a great variety of games, such as playing kitchen, moms and dads, imitating different professions, animals, wearing costumes, among others (Mama Juana Banana, s.f).

References 

Mama Juana Banana (s.f) El juego simbólico: ¿Qué es? Actividades y ejemplos. https://mamajuanabanana.com/el-juego-simbolico-que-es-actividades-y- ejemplos/

Pecci, Mª.C., Herrero, T., López, M. & Mozos, A. (s.f). El juego en el desarrollo infantil. En Mª.C. Pecci, T. Herrero, M. López & A. Mozos. (E.d) El juego infantil y su metodología. McGraw-Hill Interamericana de España. https://bit.ly/38YWAsG

Roldan, M.J. (2020, junio 11). Que es el juego simbólico: etapas y ejemplos. ParaBebés. https://bit.ly/3nGp3Ym

Authorship

Ana Ruiz Domingo, Tania Barrigón Ruiz y Nerea Agüera Rodríguez, 2020.

Categorie
Educazione per bambini

Symbolic play I

The game according to Piaget (1996) is very relationed to child development because it is an essential element for the correct physical and psychological development of the minor. Also, he confirms that this element allows the child to form his/her personality besides to know the characteristics of the environment around him in a more effective way. In relation with education, this author establishes that the game helps the kid to acquire his/her motor, mental, social, affective and emotional skills, besides awakening his/her interest for observing and exploring the world that surrounds them. In this way, López (2010) confirms that:

The game is converted in a process of discovery of the outside reality in that the child is forming and reconstructing progressively his/her concepts about the world. Besides, it helps him/her to discover his/herself and to form his/her personality.

Focusing on the process of documentation, the symbolic game inside the stages of development established by Piaget, the symbolic game is in the preoperational stage (2-7 years old) (Valdés, 2014). It is in which the kid recreates the reality, he/she plays “as if…”. In it, the kid reproduces situations of daily life in which appears complex subjects such as illness, death, household problems….

Book titled 'LA FIESTA SORPRESA DE LUCÍA'Read this book made on StoryJumper

In this way, the game itself can help them to experiment their emotions, recreate and treat conflicting issues which they will have to live with. They recreate situations which allow them to prepare for the moment when they have to live it.

Freud talks about the symbolic game as a part of the reality represented in a particular way in which the kid creates and organizes his/her own world (Landeira, 1998). In the same way, Piaget (cited in Bofarull, 2014) considered that the symbolic game is like the key moment of the child’s game in which they create his/her own world through which they assimilate the real world, the “adult world”. In it they assume different roles without the limitations imposed by the grown-ups. On the other hand, Vidal (2014) defines it as that game in which the objects are transformed into not present elements.

To sum up, the authors mentioned above agree that symbolic games are a very important part of childhood, in which the most important things are not the objects or the actions but what the child represents with it.

References 

Bofarull, N. (2014). El juego simbólico y la adquisición del lenguaje en alumnos del 2° ciclo de E.I. (Trabajo de maestría). Universidad Internacional de la Rioja, España. Recuperado de: https://reunir.unir.net/bitstream/handle/123456789/2500/bofarull.sanz.pdf?sequen ce=1

López, I. (2010). El juego en Educación Infantil y Primaria. Autodidacta. Revista de la Educación en Extremadura, 19-37. Recuperado de: http://educacioninicial.mx/wp-content/uploads/2017/11/JuegoEIP.pdf

Landeira, S. (1998). El juego simbólico en el niño: explicación e interpretación en J. Piaget y en S. Freud. Buenos Aires. Recuperado de: https://luzaro.net/wp- content/uploads/juego_simbolico.pdf

Piaget, J. (1966). Response to Sutton – Smith. Psychological Review, 73, 111-112.

Valdes, A. (2014). Etapas del desarrollo cognitivo de Piaget. [Doctorado Psicología- Educación,       Universidad Marista de Guadalajara]. Recuperado de: https://www.researchgate.net/profile/Armando_Valdes_Velazquez/publication/327219515_Etapas_del_desarrollo_cognitivo_de_Piaget/links/5b80af4c4585151fd1307 d84/Etapas-del-desarrollo-cognitivo-de-Piaget.pdf

Vidal, A. (2014, Noviembre 29). Juego simbólico ¿Qué es?. Simbòlics  Psicoteràpia. Recuperado de: https://www.simbolics.cat/cas/juego-simbolico-que-es/

Authorship

María González González, Lucía de María Allende y Lydia Trueba Expósito, 2020.

Categorie
Educazione per bambini

Free play II

Game, as Huizinga mentioned (1984), is a voluntary activity with spatial and temporal limits, based on a freely accepted rule and a goal. In it, feelings of joy, tension, as well as the awareness of experiencing something different from what is happening in life, are developed. This activity, quite the opposite of the fame it has received in education, is not a harmful occupation that should be reduced. Free play is fundamental to children’s development, therefore should not be the activity they have access when they have finished what the teacher considers academic because it does not allow them to carry out an activity that is very necessary for their growth. Besides, the game should not be used as a pseudo-game to work on curricular content because it loses its essence and denatures the activity (Hoyuelos, 2015). In this sense, it is necessary to be clear about the idea that the author explains that playing is uncertain, unpredictable activity and this is what makes it so fascinating. In these moments of free play children imagine what might happen, they feel differently, try things out, imagine, etc. Children use the game to go through paths that otherwise wouldn’t be possible (Hoyuelos, 2015).

Furthermore, through play, children put into practice their ability to see everything around them from a poetic perspective, even when the topics are as complicated as loneliness, abandonment, friendship, etc. On many occasions children use play as a tool to address all those topics not considered for children. However, we are not aware of the great capacity for understanding and poetic process, which is surprisingly natural, that children develop through play to deal with such topics that we consider inappropriate for their age. Another characteristic of this activity is that it is typical of childhood because adults can not play, we try to represent it in the best possible way, but we do not be part of the game as children do. We may, therefore, be constantly asking ourselves what the purpose of this is, as if it had to be an activity based on logic. This does not mean that the game is incoherent, on the contrary, those who are immersed in it are able to perceive and interpret its meaning (Hoyuelos, 2015)

On the other hand, at the moments of free play children will be influenced by their age and the materials provided. They may develop pre-symbolic or symbolic play, although the latter increases between the ages of two and five (Gallardo & Gallardo, 2018). Moreover, it is essential to bear in mind that different types of materials lead to different types of play.

References 

Gallardo, P & Gallardo, J.A. (2018). Teorías sobre el juego y su importancia como recurso educativo para el desarrollo integral infantil. Revista Educativa Hekademos, 24.

Hoyuelos, A. (2015). Cultura de la infancia y ámbitos de juego. En Hoyuelo, A y Riera, M.A. Complejidad y relaciones en educación infantil. Barcelona: Rosa Sensat.

Huizinga, J. (1984). Homo Ludens. Madrid: Alianza.

Authorship

Sofía Cuevas Llorente y Lucía Martínez Gutiérrez, 2020.

Categorie
Educazione per bambini

Free play I

In the 31st Article of the Convention of the Rights of the Child it is established their right to have a spontaneous and free play. Moreover, Molina (2008) declares the transforming power that this kind of play has on the children, for it is through this type of activity that they represent their own reality. Since in Early Childhood Education our goal is the whole growth of the children, free-play must be seen and taken into account as a right and a need that helps that process. Therefore, it is essential to recognise the value of this moment while not forgetting the school context.

The teachers of Early Childhood Education consider free-play as an educational moment that favours the evolutive growth of the children. Hence, there is more implication from these professionals when observing and evaluating this moment as an educative activity. Nonetheless, in the school reality, the lack of help from the administrative team, the possible judgment of the families and the limit that the school hours impose are the main barriers that the professionals have to get over to be able to offer spaces and moments of meaningful and rewarding free-play to the children (Mañós, Balagué, Virgili, & Montalá, 2019).

From our own experience as teachers in the practicum, this moment, the free-play, was not taken as a valuable one. Instead, it was carried out in the spare time when the kids had finished their assignments. Form another point of view, the free-play acquires a strict concept as it is guided with a lot of rules imposed by the teachers. This changes its dynamic and it turns it into a guided activity where there is no place for the children’s experimentation and creativity. Therefore, their needs are not fulfilled.

Free-play, according to Cuba & Palpa (2015) and with our agreement as students of Education, are as follow: it is a natural and individual process given that the kids are the protagonists of their own actions; through the symbolic play children can create their own conceptual schemes; this must be an enjoyable and pleasant moment for the children; it must have a flexibility that allows the kids to do and undo everything as the want; finally, free-play is not a way through which the children obtain a goal, but it has meaning in itself. All these characteristics can and should be applicable to an Early Education classroom. Therefore, we believe that we must leave behind the concept that the free-play

is something the kids can do when there is nothing left to do, but a moment that has a meaning in itself.

And now, we will present to you a design of a free-play documentation that we can do in our classrooms of Early Childhood Education. This will be a guide about how to document this natural process in the school context.

First of all, our study subject will be our own Early Childhood Education classroom, specifically a classroom of three years olds. Our main goal is to do follow up of this group throughout the nine months of school period. The documentation will be done using a register notebook in which we will write down the visible behaviours that we may believe are more meaningful while free-playing.

The end of this process will be presented to the families of the children through an expositive panel, which will be exposed at the entrance of the classroom, and will be updated every month. In addition to this, we will use a PowerPoint presentation which will be shown to the families in every trimestral meeting. This format will allow us to add photos and videos that will guide the narration of the story that will be told. Each of these formats will answer to certain needs and different moments.

Given that free-play is more productive and enjoyable when presented with certain natural and spontaneous scenarios we will offer some that will be adequate to the kids and efficient when documenting. These proposals will be followed by these rules. First of all, free-play must have a time assigned within our classroom schedule. It is essential that this process of playing does not take place in the same classroom every single time, therefore the children can have the opportunity of experimenting in other places such as the playground, halls, other groups’ classrooms, library. This process will help the kids acquire a sense of continuity that will reinforce their sense of belonging to the school and to the group that they are in. It is also very important that the resources given to the kids (toys and other materials) are available and accessible to the children for them to make use of them.

As teachers, we try to interpret and explain the meanings behind the actions of the kids while the process of play occurs. From a more objective point of view, we will tell systematically, the actions that take place while playing. So, the information that we be shown in the panels, will be more objective. This means that, once every meaningful fact

(if possible) is written down in our notebook, they will be selected attending to the following questions: what did theydo? how did they do it? with what? with whom? When did it happen?

Nevertheless, with the trimestral meeting PowerPoint presentation we will be showing a more subjective perspective of the interpretations of the kids’ actions when they play. This presentation will answer to the next questions: why did they do it? why didn’t they do that? why does each child act in a different way to the same stimulus? what do they want to achieve? This way, we try to inform the families about the innate behaviour of childhood through free-playing and our pedagogical interpretation of it.

We will present the information, as we mentioned earlier, through an expositive panel and a PowerPoint presentation. The first one will be presented in an A3 paper. We will attach photos of the children playing with a brief descriptive text of what they are doing. These will be in a chronological order. Whereas the PowerPoint presentation will be more of a visual support to help the families follow the story that the teachers will be telling with it (photos and videos). This way of presenting the information will also help the families understand the meanings and representations that their children’s actions have when the interact in a natural environment such a free-play.

To sum up, we would like to point out the importance of documenting and making visible the daily practice of playing in school. Furthermore, we urge to rethink, reinterpret and reflect about what happens in school so we can make some changes and aim to a better and more productive, as well as enjoyable (for the children) future. Also, we aim to make the families aware of their kids’ actions in school since they do not act the same way in different contexts.

References 

Cuba, M, N. L., & Palpa, M, E. (2015). La hora del juego libre en los sectores y el desarrollo de la creatividad en los niños de 5 años de las IEP de la localidad de Santa Clara.

Mañós, R. V., Balagué, À. G., Virgili, N. A., & Montalá, M. D. (2019). Percepción de los maestros sobre el derecho al juego libre en educación infantil y educación primaria.

Estudio desarrollado en Barcelona (España). Bordón. Revista de Pedagogía, 71(4), 151- 165.

Molina, J. A. (2008). El Placer y el Displacer en el Juego Espontáneo Infantil/Pleasure and Displeasure in Children’s Spontaneous Play. Arteterapia, 3, 167-188.

Unicef. (2006). Convención sobre los Derechos del Niño.

Authorship

Alejandra Albo, Claudia Biancotti y Verónica Cuesta, 2020.