Más que diversión: el lugar de los juegos reglados en el aprendizaje lúdico

• Autores: Brenna Hassinger-Das, Tamara S. Toub, Jennifer M. Zosh, Jessica Michnick, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 40, Nº 2, 2017, págs. 191-218
• Idioma: español
• DOI: 10.1080/02103702.2017.1292684
• Títulos paralelos:
  • More than just fun: a place for games in playful learning
• Enlaces
  • Texto completo
• Dialnet Métricas: 11 Citas
• Resumen
  • español

    Los juegos desempeñan un papel importante en la infancia. Dan lugar a horas de actividad e interacción social y probablemente también a gran cantidad de aprendizaje. Los juegos de mesa, de cartas o al aire libre (como el ‘pilla pilla’) son los primeros que nos vienen a la mente, pero en la actualidad, los juegos son también digitales. En este artículo ofrecemos una perspectiva novedosa y situamos los juegos reglados en el constructo denominado ‘aprendizaje lúdico’. Analizamos los elementos claves del aprendizaje lúdico y los dos subtipos existentes: el juego libre y el juego dirigido. Sugerimos que los juegos reglados promueven el aprendizaje de maneras muy similares a otras situaciones de aprendizaje lúdico. Estos juegos implican diversión, sentido de la curiosidad y la inhibición de la realidad en contextos activos, participativos, significativos y socialmente interactivos. Por lo tanto, proponemos que el lugar de los juegos reglados está junto al juego libre y al juego dirigido, formando un trio de experiencias de aprendizaje lúdico. Esta perspectiva contribuye al creciente cuerpo de conocimiento existente sobre el papel de los juegos en apoyo del aprendizaje y el desarrollo infantil.

  • English

    Games play a significant role in childhood, fuelling hours of engagement and social interaction, and probably much learning as well. Board games, card games and outdoor games (such as Tag) first come to mind, but more recently, games have also gone digital. In this piece, we offer a new perspective by placing games within the established construct of ‘playful learning’. We review key elements of playful learning and the two subtypes: free play and guided play. We suggest that games promote learning in ways similar to other playful learning situations. Games involve fun, a sense of curiosity and an inhibition of reality, in active, engaging, meaningful and socially interactive contexts. We argue that games therefore belong alongside free play and guided play to form a trio of playful learning experiences. This perspective adds to a growing understanding of the role of games in supporting children’s learning and development.

• Referencias bibliográficas
  • Annetta, L. A. (2010). The “I’s” have it: A framework for serious educational game design. Review of General Psychology, 14, 105–112. doi:10.1037/a0018985[Crossref],...
  • Annetta, L. A., Minogue, J., Holmes, S. Y., & Cheng, M.-T. (2009). Investigating the impact of video games on high school students’ engagement...
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. [Google Scholar]
  • Blair, C., & Raver, C. C. (2014). Closing the achievement gap through modification of neurocognitive and neuroendocrine function: Results...
  • Blumberg, F. C., Almonte, D. E., Anthony, J. S., & Hashimoto, N. (2013). Serious games: What are they? What do they do? Why should we...
  • Bruckman, A. (1999). Can educational be fun? Presented at the Game Developers Conference, San Jose, CA. [Google Scholar]
  • Caillois, R. (1961). Man, play and games (Reprint edition). Urbana: University of Illinois Press. [Google Scholar]
  • Charlton, B., Williams, R. L., & McLaughlin, T. F. (2005). Educational games: A technique to accelerate the acquisition of reading skills...
  • Chi, M. T. H. (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive...
  • Clements, D. H., & Sarama, J. (2007). Effects of a preschool mathematics curriculum: Summative research on the building blocks project....
  • Csikszentmihalyi, M., & Csikszentmihalyi, I. (1988). Optimal experience: Psychological studies of flow in consciousness. Cambridge: Cambridge...
  • Fisher, K., Hirsh-Pasek, K., Golinkoff, R. M. G., Singer, D. G., & Berk, L. (2010). Playing around in school: Implications for learning...
  • Fisher, K., Hirsh-Pasek, K., Newcombe, N., & Golinkoff, R. M. (2013). Taking shape: Supporting preschoolers’ acquisition of geometric...
  • Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming,...
  • Garvey, C. (1990). Play. Cambridge, MA: Harvard University Press. [Google Scholar]
  • Goldin, A. P., Hermida, M. J., Shalom, D. E., Elias Costa, M., Lopez-Rosenfeld, M., Segretin, M. S., … Sigman, M. (2014). Far transfer to...
  • Golinkoff, R. M., & Hirsh-Pasek, K. (2016). Becoming brilliant: What science teaches us about raising successful children. Washington,...
  • Habgood, J., & Overmars, M. (2006). The game maker’s apprentice: Game development for beginners. Berkely, CA: Apress.[Crossref], [Google...
  • Habgood, M. P. J., & Ainsworth, S. E. (2011). Motivating children to learn effectively: Exploring the value of intrinsic integration in...
  • Haring, P., Chakinska, D., & Ritterfeld, U. (2011). Understanding serious gaming. In P. Felicia (Ed.), Handbook of research on improving...
  • Hassinger-Das, B., Toub, T. S., Ilgaz, H., Weisberg, D. S., Nesbitt, K. T., Collins, M. F., Eye, J., Hadley, E. B., Rivera, B. L., Newman,...
  • Hassinger-Das, B., Ridge, K., Parker, A., Golinkoff, R. M., Hirsh-Pasek, K., & Dickinson, D. K. (2016). Building vocabulary knowledge...
  • Hirsh-Pasek, K., Golinkoff, R. M., & Eyer, D. (2003). Einstein never used flashcards: how our children really learn–And why they need...
  • Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in “educational” apps:...
  • Huizinga, J. (1955). Homo Ludens: A study of the play-element in culture. Boston, MA: Beacon Press. [Google Scholar]
  • Johnson, J. E., Christie, J. F., & Yawkey, T. D. (1999). Play and early childhood development. New York, NY: Addison Wesley Longman. [Google...
  • Kafai, Y. B. (1996). Learning design by making games: Children’s development of strategies in the creation of a complex computational artifact....
  • Klimmt, C. (2009). Serious games and social change: Why they (should) work. In U. Ritterfeld, M. Cody, & P. Vorderer (Eds.), Serious games:...
  • Leslie, A. M. (1987). Pretense and representation: The origins of “theory of mind”. Psychological Review, 94, 412–426. doi:10.1037/0033-295X.94.4.412[Crossref],...
  • Lieberman, D. A. (2006). What can we learn from playing interactive games? In P. Vorderer, & J. Bryant (Eds.), Playing video games–Motives,...
  • Lillard, A. S. (2001). Pretend play as Twin Earth: A social-cognitive analysis. Developmental Review, 21, 495–531. doi:10.1006/drev.2001.0532[Crossref],...
  • Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children’s...
  • Loveless, T., Ladd, H. F., & Rouse, C. (1998). The use and misuse of research in educational reform. Brookings Papers on Education Policy,...
  • Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow, & M....
  • Miller, D., Robertson, D., Hudson, A., & Shimi, J. (2012). Signature pedagogy in early years education: A role for COTS game-based learning....
  • Pellegrini, A. D. (2009). The role of play in human development. New York, NY: Oxford University Press.[Crossref], [Google Scholar]
  • Pellis, S. M., Pellis, V. C., & Himmler, B. T. (2014). How play makes for a more adaptable brain: A comparative and neural perspective....
  • Prensky, M. (2001). Fun, play and games: What makes games engaging (Vol. 5). California: McGraw-Hill. [Google Scholar]
  • Puntambekar, S., & Hubscher, R. (2005). Tools for scaffolding students in a complex learning environment: What have we gained and what...
  • Ramani, G. B. (2012). Influence of a playful, child-directed context on preschool children’s peer cooperation. Merrill-Palmer Quarterly, 58,...
  • Ramani, G. B., & Siegler, R. S. (2008). Promoting broad and stable improvements in low-income children’s numerical knowledge through playing...
  • Ramani, G. B., & Siegler, R. S. (2011). Reducing the gap in numerical knowledge between low- and middle-income preschoolers. Journal of...
  • Resnick, L. B. (1999, June 16). Making America smarter. Education Week, pp. 38–40. [Google Scholar]
  • Ritterfeld, U., Cody, M., & Vorderer, P. (2009). Serious games: Mechanisms and effects. New York, NY: Routledge. [Google Scholar]
  • Salen, K., & Zimmerman, E. (2004). Rules of play: Game design fundamentals. Cambridge, MA: MIT Press. [Google Scholar]
  • Siegler, R. S., & Ramani, G. B. (2009). Playing linear number board games—But not circular ones—Improves low-income preschoolers’ numerical...
  • Sutton-Smith, B. (2001). The ambiguity of play. Cambridge, MA: Harvard University Press. [Google Scholar]
  • Tominey, S. L., & McClelland, M. M. (2011). Red light, purple light: Findings from a randomized trial using circle time games to improve...
  • Toub, T. S., Dore, R. A., Hassinger-Das, B., Schatz, J., Scott, M., & Shirilla, M. (2016, March). Playing with words: Designing a toolkit...
  • Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K., & Newcombe, N. S. (2014). Finding the missing piece: Blocks, puzzles, and shapes fuel...
  • Vygotsky, L. S. (1933/1978). Mind in society. Cambridge, MA: Harvard University Press. [Google Scholar]
  • Weisberg, D. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain,...
  • Weisberg, D. S., Hirsh-Pasek, K., Golinkoff, R. M., Kittredge, A. K., & Klahr, D. (2016). Guided play: Principles and practices. Current...
  • Weisberg, D. S., Hirsh-Pasek, K., Golinkoff, R. M., & McCandliss, B. D. (2014). Mise en place: Setting the stage for thought and action....
  • Weisberg, D. S., Ilgaz, H., Hirsh-Pasek, K., Golinkoff, R., Nicolopoulou, A., & Dickinson, D. K. (2015). Shovels and swords: How realistic...