La integración sensorial como estrategia-lúdica en el desarrollo de los niños y niñas de 4 a 6 años

Abstract

The purpose of this research is to contribute to the integral development of children, employ strategic sensory integration strategies, understand the importance of the fact that the first years of life are implemented sensory pedagogy, which is through the senses how it arrives the information to our brain by means of the Central Nervous System, even before being born, where the influences that the inheritance has, the physical, social, emotional and familiar context are part of the development of each person. In the strategy of sensory integration, the game has an important role, the theory of sensory integration that when the child has fun finds motivation, and this allows the Central Nervous System to be activated which results in the generation of new neuronal connections. The proposed recreational activities are sought in sensory integration processes that, although they are something that before being born can be developed in all people, in the early childhood educational environment, can help to promote the integral development of children. This research was carried out with two groups of populations made up of seventeen and twenty-three students, belonging to the "El Globito Rojo" Children's Garden, a private institution, and the Maria Montessori Superior Normal School, a public institution in the city of Bogotá. For this reason, the analysis of different investigations related to sensory integration and everything related to child development was carried out, some positive aspects with the most XVI relevant topics that are addressed in the present investigation. Likewise, strategies such as play workshops for sensory integration are implemented, considering some tools that work in sensory integration therapy that interfere in different moments of children's development. A mixed Methodology is used in this research, taking the quantitative in the collection of statistical data and the qualitative in the observation made in the workshops, since observation predominates in the analysis of the scope of the intervention and how it can favor the development of the children. In this sense, a previous test and a test corresponding to the abbreviated scale of development were applied, as well as ten sensory integration intervention workshops. The implementation of the intervention is applied between the month of February and the month of April, where the instruments are applied within the class schedule of each of the research institutions in the institution where they work. As a result, it contributed to strengthening the development of sensory processes, which consider previous learning, similar experiences that children in social, family and school environments. It is concluded that the workshops were of great motivation for the students responded appropriately to the stimuli, in the tactile system with ninety-five percent, in the proprioceptive system with eighty percent and in the vestibular system with eighty-nine percent. These percentages arise from the analysis carried out in the workshops, which use the instrument checklist, through which it is possible to observe aspects such as: clamp grip, tactile defensiveness, self-regulation, motor restlessness, motor planning, balance, muscle tone, muscle fatigue, follow-up instructions among others. In the same way in the development of the workshops, in the realization of the proposed activities, which continue to be supported with the collaboration of the parents and the intervention in the classroom with pedagogical practices that contribute to the transformation in the classroom.