|
2018 - Vol. 12, Num. 1 | |||||
Inclusion and Play in Early Childhood | ||||||
Francisca Cáceres Zúñiga, Maribel Granada Azcárraga and María Pomés Correa | ||||||
Abstract | ||||||
This article proposes an analytical theoretical approach to the concept of play for favoring processes of early childhood inclusion in children with typical development or those with developmental delays or disabilities. It outlines a program of support and development of play at early ages, considering a profile of strengths and weaknesses of each child, in a multidisciplinary intervention that integrates to the family and considers the socio-emotional and affective aspect as central elements in the development of skills from play. It is concluded that the systematic participation in session, with an intensity adjusted to the requirements of each child would develop cognitive, communicative and social moving toward the achievement of complex skills. |
||||||
Key words | ||||||
Play; Childhood; Rights of the child; Education; Chile. |
||||||
Complete Text | ||||||
Full text in Spanish, PDF | ||||||
Reference | ||||||
Cáceres Zúñiga, F., Granada Azcárraga, M., & Pomés Correa. M. (2018). Inclusión y juego en la infancia temprana. [Inclusion and play in early childhood]. Revista Latinoamericana de Educación Inclusiva, 12(1),
181-199. https://doi.org/10.4067/S0718-73782018000100012 |
||||||