Bibliographic Details
| Title: |
ESTRATEGIAS LÚDICAS DE JUEGO DRAMÁTICO PARA EL DESARROLLO SOCIOEMOCIONAL EN NIÑOS CON TEA, EN EDUCACIÓN FÍSICA. |
| Alternate Title: |
PLAYFUL DRAMATIC PLAY STRATEGIES FOR SOCIOEMOTIONAL DEVELOPMENT IN CHILDREN WITH AUTISM SPECTRUM DISORDER IN PHYSICAL EDUCATION. |
| Authors: |
Mora, Cesar Humberto Olivares1 cholivaresm@ube.edu.ec, Lindao, Anais Carolina Yagual2 acyaguall@ube.edu.ec, Valdés, Germán Rafael Rojas3 grrojasv@ube.edu.ec |
| Source: |
Ciencia y Educación (2707-3378). 2026 Special Issue, Vol. 7, p925-939. 15p. |
| Subject Terms: |
*Autism spectrum disorders, *Physical education, *Body language, *Inclusive education, *Social emotional learning, *Role playing, Nonverbal communication, Recreation |
| Abstract (English): |
The educational inclusion of children with Autism Spectrum Disorder (ASD) in Physical Education classes requires specific pedagogical strategies that promote socio-emotional development and active participation. In this context, dramatic play is an effective playful and educational alternative, fostering body expression, non-verbal communication, and social interaction in structured and meaningful environments. The objective of this research was to develop a playful and educational guide of strategies based on dramatic play for the socio-emotional development of children with Autism Spectrum Disorder (ASD) in Physical Education classes. A qualitative study with a The educational inclusion of children with Autism Spectrum Disorder (ASD) in Physical Education classes requires specific pedagogical strategies that promote socio-emotional development and active participation. In this context, dramatic play is an effective playful and educational alternative, fostering body expression, non-verbal communication, and social interaction in structured and meaningful environments. The objective of this research was to develop a playful and educational guide of strategies based on dramatic play for the socio-emotional development of children with Autism Spectrum Disorder (ASD) in Physical Education classes. A qualitative study with adescriptive-propositive design was conducted, employing theoretical methods such as analysis-synthesis and document review, as well as empirical techniques including pedagogical observation and consultation with specialists in inclusive Physical Education. As a result, a playful and educational guide was developed that integrates dramatic play activities adapted to the characteristics of children with ASD, demonstrating its relevance in stimulating socio-emotional skills such as social interaction, emotional expression, cooperation, and self-regulation. It is concluded that the proposed guide constitutes a viable and contextualized pedagogical resource that contributes to the socio-emotional development of children with ASD and strengthens inclusive practices in Physical Education classes. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
La inclusión educativa de niños con Trastorno del Espectro Autista (TEA) en las clases de Educación Física requiere estrategias pedagógicas específicas que favorezcan el desarrollo socioemocional y la participación activa. En este contexto, el juego dramático se constituye en una alternativa lúdico-didáctica eficaz al propiciar la expresión corporal, la comunicación no verbal y la interacción social en entornos estructurados y significativos. El objetivo de la investigación fue elaborar una guía lúdico-didáctica de estrategias basadas en el juego dramático para el desarrollo socioemocional de niños con Trastorno del Espectro Autista (TEA) en las clases de Educación Física. Se desarrolló un estudio de enfoque cualitativo, con diseño descriptivo-propositivo, en el que se emplearon métodos teóricos como el análisis-síntesis y la revisión documental, así como técnicas empíricas que incluyeron la observación pedagógica y la consulta a especialistas en Educación Física inclusiva. Como resultado, se elaboró una guía lúdico-didáctica que integra actividades de juego dramático adaptadas a las características de los niños con TEA, evidenciándose su pertinencia para estimular habilidades socioemocionales como la interacción social, la expresión emocional, la cooperación y la autorregulación. Se concluye que la guía propuesta constituye un recurso pedagógico viable y contextualizado que contribuye al desarrollo socioemocional de los niños con TEA y fortalece la práctica inclusiva en las clases de Educación Física. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): |
A inclusão educacional de crianças com Transtorno do Espectro Autista (TEA) nas aulas de Educação Física requer estratégias pedagógicas específicas que promovam o desenvolvimento socioemocional e a participação ativa. Nesse contexto, o jogo de faz de conta surge como uma alternativa lúdica e educativa eficaz, que fomenta a expressão corporal, a comunicação não verbal e a interação social em ambientes estruturados e significativos. O objetivo desta pesquisa foi desenvolver um guia lúdico e educativo de estratégias baseadas no jogo de faz de conta para o desenvolvimento socioemocional de crianças com Transtorno do Espectro Autista (TEA) nas aulas de Educação Física. Realizouse um estudo qualitativo com delineamento descritivo-propositivo, empregando métodos teóricos como análise-síntese e revisão documental, além de técnicas empíricas como observação pedagógica e consulta a especialistas em Educação Física inclusiva. Como resultado, foi desenvolvido um guia lúdico e educativo que integra atividades de jogo de faz de conta adaptadas às características de crianças com TEA, demonstrando sua relevância na estimulação de habilidades socioemocionais como interação social, expressão emocional, cooperação e autorregulação. Conclui-se que o guia proposto constitui um recurso pedagógico viável e contextualizado que contribui para o desenvolvimento socioemocional de crianças com TEA e fortalece as práticas inclusivas nas aulas de Educação Física. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
