Play, Motricity and Didactics, from Children’s Culture in Boys and Girls from 4 to 6 years old, theoretical bases from an enactive-relational epistemology in the Chilean context

Abstract

On the comprehensive basis of human motricity as a condition and capacity that allows the full development of human being in general and childhood in particular, we present a proposal for intentional and transcendent pedagogical action, whose emphasis is precisely to consider the various manifestations of motricity and play in early childhood, expanding learning contexts beyond the limits of formal educational institutions. From this perspective, the space of the family is revealed, especially because of the potential articulating value of the family game, as the basis for the constitution of personal and epistemic identity of boys and girls at this stage of life. Both positioning this perspective of the game as a primordial epistemic process of the human from an enactive approach, as well as proposing principles of action that reinforce a safe and educational upbringing, is the objective of this study. Finally, we highlight the importance of the study of the conditions offered, in the chilean context, by both the family (as the first educational community) and the kindergarten, for the deployment and manifestation of playing focused on relationship processes, and the constitution of knowledge from the emotional and affective characteristics that these playful processes entail in early childhood, enabling the recognition and integration of childhood epistemologies as guiding criteria to rethink education, so that it flows coherently and in a self-organized way with the potentialities early exhibited by children in the display of imagination, joy, creativity, and freedom. © Copyright: Federación Española de Asociaciones de Docentes de Educación Física (FEADEF).