The integration of playful approaches and story circles to build intercultural competence for children: a pedagogical intervention

• Autores: Tú Anh Hà
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 34, Nº 3, 2022, págs. 726-753
• Idioma: inglés
• DOI: 10.1080/11356405.2022.2064085
• Títulos paralelos:
  • La integración de enfoques lúdicos y círculos narrativos para desarrollar la competencia intercultural infantil: una intervención pedagógica
• Enlaces
  • Texto Completo Ejemplar
• Resumen
  • español

    La competencia intercultural (CI) es una competencia necesaria que todo ciudadano global debe desarrollar en esta era de la globalización, con la convivencia creciente de grupos socioculturales distintos, para evitar conflictos y garantizar la paz. La competencia intercultural no es innata ni se puede construir en un corto periodo de tiempo; su formación y desarrollo requiere tiempo. Para ello, se diseñó una intervención que integra enfoques lúdicos y círculos narrativos. Mientras que el juego procura placer a los participantes y les ayuda a establecer relaciones y vivir las culturas que aparecen en el juego, los círculos narrativos facilitan tiempo para compartir historias personales que permiten construir un entendimiento mutuo, empatía, además de practicar la escucha, que son algunos de los objetivos de la educación intercultural (Deardorff, 2019). En este artículo se presenta evidencia teórica y empírica del valor de la integración del juego y los círculos narrativos en la educación infantil para ayudar a los niños a desarrollar su CI, así como los pasos y las precauciones metodológicas necesarias para llevar a cabo la intervención

  • English

    Intercultural competence (IC) is a necessary competence that each global citizen needs to develop in the era of globalization with more different socio-cultural groups living together so as to avoid conflicts and ensure peace. Intercultural competence is not innate, nor can it be built in a short time; instead it takes time to be formed and develop. In order to do that, an intervention integrating playful approaches with story circles was designed. While play brings pleasure for participants and helps them to build their relationship and live in the cultures that appear in their play, story circles provide time for sharing personal stories to build mutual understanding and empathy as well as to practise listening, which are some goals of intercultural education. This paper presents theoretical and empirical evidence to integrate play and story circles to help children develop their IC in early childhood education, as well as steps and methodological precautions to carry out the intervention.

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