Equitable play: a coeducational and inclusive strategy in child development

Abstract

This study is part of a proposal that approaches the resolution of coeducational and inclusive model challenges. Its objective is to expose that game conditions can generate opportunities inequality at childhood ages, but, seen from its qualities, it can also be applied in pedagogical practices for inclusion. This research was conducted at an educational center in Loja (Ecuador), where active methods were mainstreamed from inclusion criteria that take up equal play characteristics (such as creativity, empathy, communication, problem solving, collaborative work), with emphasis on its spontaneous and fun components. The results are favorable, institution openness and perception of those involved determine a positive response to the proposal. The learning community shows a cohesive work that gives greater significance to the process. Also, its flexible nature allowed to make necessary adaptations to generate equal participation. Implications resulting from information provided by an evaluation are discussed, these allows knowing the relevance for its application in other educational or social phenomena.