El juego como estrategia didáctica para la educación afectivo sexual en estudiantes del grado tercero del Colegio Básico Guaimaral N°25.

Abstract

The present research work entitled "The game as a didactic strategy for affective-sexual education in third grade students of the Guaimaral Basic School N°25" arises from the need to address affective and sexual education in children, due to the lack of adequate tools to understand and manage their emotional and sexual development. The research was carried out from a qualitative approach and was based on the pedagogical action-research method, allowing to design and implement playful activities that can meet the general objective of analyzing playful strategies based on the game that integrate affective development for sexual education. The proposal was applied to a group of 31 students from grade 3A of the María Concepción Loperena Municipal School, headquarters of the Guaimaral Basic School N°25; for the collection of information, the semi-structured interview was chosen and as key informants 5 students who were selected for their low performance in the diagnostic test. This work not only proposes comprehensive learning, but also promotes respect for diversity and personal autonomy. The results obtained reflect progress in the understanding and expression of emotions and in the establishment of healthy interpersonal relationships, as well as in the ability of students to identify and respect personal boundaries. The research met the proposed objectives by demonstrating the benefits of play as a teaching strategy in the affective-sexual education of third grade students. The initial diagnosis revealed information and emotional deficiencies, which motivated the design of the proposal "Playing and growing together", focused on self-knowledge, self-esteem and personal respect. Its implementation demonstrated a positive impact, strengthening socio-emotional skills such as empathy, self-care and emotional expression, and promoting an inclusive and meaningful learning environment that favored the comprehensive development of students. Finally, a triangulation of the information obtained in relation to the theoretical contributions was carried out, which allowed a final reflection to be carried out through the established categories.