Inclusión en la primera Infancia. Experiencias en el SAFPI: Desafíos y Oportunidades

Abstract

With an emphasis on SAFPI experiences, this study examines how game-based learning (GBL) affects early childhood inclusion. It is emphasized that ABJ is an active practice that improves social and cognitive abilities. Research indicates that play enhances child growth, enables integration, and fosters parity between kids with and without impairments. It is argued that inclusive education is a crucial procedure for addressing the requirements of every student, encouraging involvement and lowering marginalization. Furthermore, the significance of parents' involvement in their kids' play and how it affects their social and emotional growth is emphasized. It is emphasized how crucial early academic skills and self-control are to a smooth transition to formal schooling. The proposed research seeks to demonstrate how ABJ can improve the relationship between students and develop cognitive and social skills, especially in children with special needs. Sporadic inclusion is proposed as a strategy to foster interactions among children, accompanied by the implementation of varied games that promote companionship and creativity. Collaboration between teachers, parents and students is emphasized to guarantee the success of the methodology. Finally, information was collected through surveys of 25 SAFPI parents to evaluate the effectiveness of the proposed approach in early childhood inclusion. It was determined that more than 95% of the parents evidenced the change in their child's attitude regarding a much more socially open treatment with the children around them, on the contrary, 5% of parents did not show a change compared to the beginning of the school year, this is attributed to the normal shyness of a child who does not usually share time with others around him, it is a matter of prioritizing a more focused