Gamification in teaching and its influence on children's neurodevelopment

Abstract

Introduction: gamification within the teaching process favors children's neurodevelopment, by strengthening their social, emotional and cognitive skills, which makes the learning process more dynamic and effective. Objectives: The objective was to analyze gamification in teaching and its influence on the neurodevelopment of 4-year-old children from the Rumiñahui General Educational Unit in the current period. Methodology: A methodology with a qualitative approach with a non-experimental design was used, of a descriptive nature. Supported by theoretical methods such as analytical-synthetic, inductive-deductive. The study population was made up of 30 4-year-old children from the parallel A initial sublevel and two early childhood education teachers. The checklist and the semi-structured interview were also used for data collection. Results: The results obtained determined that students learn in different rhythms and styles, likewise, the lack of training by teachers in the appropriate use of gamification and the lack of technological resources or suitable materials for this age restrict their positive execution in the classroom. Conclusions: A didactic proposal was made that benefits the development of their cognitive skills, considering that children are in a crucial phase of their neurodevelopment, where attention, memory, perception and motor skills are in continuous training. General area of study: Education. Specific area of study: Neurodevelopment. Type of item: original.