Teaching Strategies and their Impact on Learning Environments

Abstract

The pandemic situation that we have experienced since March 2020 is once again in force and is stronger today. This situation has forced you to implement new strategies, in which the game plays an important role. According to Duarte (2003):

Play is a vital function about which it is not yet possible to give an exact definition in logical, biological or aesthetic terms. Described by its characteristics, the game is not "ordinary life" or "real life", but rather makes possible an escape from reality to a temporal sphere, where activities with their own orientation are carried out (p. 14)

In accordance with the above, it is necessary for the student to identify and stand out within their context, the subject of study in this case will be the student, they must always have a motivation within the environments.

Within the theoretical framework of this section, the National Association for the Education of Young Children (NAEYC); Bredekamp (1987), cited by Meece (2001): “recommends that programs for toddlers and preschoolers include indoor and outdoor activities to exercise large muscles” (p. 74); in such a way that the children participate, in this same order of ideas, Loyo and Toaquiza (2016), coincide in stating that:

The action of playing is self-motivated according to personal interests or expressive impulses. Natural play tolerates the full range of movement skills, norms or rules are self-defined, activity is spontaneous and individual. It is partly a reflection of the environment that surrounds the individual […] (p. 27).

In this sense, Flinchum (1998), cited by Nanfro (2016): tells us that “play provides the child with freedom to release the energy that he has repressed, fosters interpersonal skills and helps him find a place in the social world” (p. 11); poses and solves problems of age. Learning environments or Educational environment.