Incorporación de Juegos Tradicionales para Fortalecer la Identidad Cultural en Niños y Niñas de 5 Años de la Institución Educativa “Virgencita de Guadalupe”

Abstract

El estudio aborda la incorporación de juegos tradicionales como estrategia para fortalecer la identidad cultural en niños y niñas de cinco años. Surge ante la preocupación por el abandono de estas prácticas, desplazadas por juegos virtuales que debilitan el vínculo con la cultura y fomentan el uso excesivo de la tecnología. La investigación propone revalorizar los juegos tradicionales dentro del proceso educativo inicial, mediante una metodología aplicativa que recoge saberes de los padres de familia y los integra en talleres pedagógicos. En estos espacios, los niños participan activamente en la elaboración y práctica de juegos ancestrales, tanto dentro como fuera del aula. Como resultado, se implementaron sectores de juego vinculados a la cultura local y diversas actividades tradicionales, generando en los niños disfrute, aprendizaje y reconocimiento de sus raíces. Esto se evidenció en el orgullo por practicar juegos heredados de sus antepasados, fortaleciendo así su identidad cultural. Además, el estudio destaca la participación de docentes y familias, quienes valoran estas prácticas por su accesibilidad, bajo costo y capacidad de fortalecer vínculos intergeneracionales, contribuyendo a una educación más pertinente y significativa.

Abstract The study, entitled "Incorporating traditional games to promote the development of cultural identity in five-year-old boys and girls at the Virgencita de Guadalupe educational institution," is a contribution to early childhood education on the connection between traditional play practices that fortunately persist in our region and contribute to the development of cultural identity from childhood. The research stems from the concern about the abandonment of these practices, replaced by virtual games that reflect a weakened cultural identity and a growing attachment to technological devices. Faced with this observation, the proposal to revalue traditional games as an educational strategy to strengthen cultural identity and enrich the teaching-learning process in the early years of schooling emerges. From this perspective, substantive applied research was used, collecting games familiar to parents and then developing a pedagogical approach through workshops to implement the games with 5-year-old children, with the support of parents. The relevant result of this research was the proposal for implementation workshops where children developed the games and enjoyed each one. This enriched the implementation of ancestral game sectors, such as the home sector, child rearing, and nine traditional games outside the classroom. Traditional games were thus incorporated into the teaching-learning process of preschool children. The children expressed their enjoyment, appreciation, and knowledge of the game process and of their ancestors who played them. In short, they felt proud of playing ancestral games, which promoted the development of their cultural identity. Likewise, teachers and families valued and promoted these games, which are easy to implement, cost-free, and strengthen intergenerational ties by connecting children with their cultural heritage. Keywords: traditional games, workshops, cultural identity.

Pisisi Rimayllapi Kay t'uqtiyqa qallarin llakikuyniykumanta, practicanisqata qunqasqankumanta, hinallataq remplazasqa kachkan virtual pukllaykunawan chaytaqmi tatichin identidad cultural nisqata hinallataq ñawpaqman prurichichkanku Kay dispositivos tecnológicos nisqata. Chayta qhawarispa ñuqayku rurachkayku Kay revalorización ñawpa pukllaykumamanta estrategia yachanapaq nisqawan, identidad cultural nisqata kallpachachinapaq hinallataq qhapaqyachinapaq proceso de enseñanza nisqata ñawpaq yachaq irqichakunapaq. Kay k'uskinaykupi churayku investigación aplicativa nisqata ichaqa kay pukllaykunata tarirayku tayta mamakunaq riqsisqanta chayman hinataq rurakunqa ruta pedagogíca nisqata tallerkunamanta pacha 5 watayuq irqichakunawan, tayta mamakunaq yanapayninwan hinallataq yachachiqkunaq yanapayninwan. Chanin rimaykuna: Ñawpa pukllaykuna, huñuquyquna llank’anapaq, chaniychayninchis.