Game-Based Education: a Constructivist Approach to Early Education

Abstract

The training action must be oriented to satisfy the pedagogical and social needs of its actors, in this case, the students, teachers, community in general with the purpose that learning is meaningful, making sense for the students. Allowing them in this way to participate actively in the pedagogical process, focusing education on learning in relation to life itself. In this way, a composition nurtured in the age conception of the development of girls and boys is transcended from initial education, representing their learning as a rhizome integrated into play, whose essence of playfulness creates favorable conditions in the student for learning measured by experience gratifications and pleasures, developing in its purpose a significant cognitive activity, showing that the recreational activity is a proposal for pedagogical work that places the formation of thought at the center of its actions, where the imagination is developed, this has to to do with communication, sociability, affectivity, identity, autonomy as a complement to creativity that give rise to communicational, ethical, concrete and complex thinking. In this way, this bibliographic review article proposes to analyze game-based education as a constructivist approach in Ecuadorian initial education.