UNIVERSIDAD ESPECIALIZADA DE LAS AMERICAS

DIANA MURILLO

 

DIDACTICA LUDICA

The word LUDICA, is an adjective that involves the game in class, etymology is derived by Latin “ludus” its meaning is: Playing. Ludica is very much needed in children and it involves activities such as speaking and using imagination through the freedom.

That is to say, it means "fun," but it was created in all seriousness around 1940 by psychologists. They wanted a term to describe what children do, and they came up with "ludic activity." That may seem ludicrous - why not just call it "playing"? - but the word ludic caught on, and it's not all child's play anymore. It can refer to architecture that is playful, narrative that is humorous and even satirical, and literature that is light. "Ludic" is ultimately from the Latin noun ludus, which refers to a whole range of fun things - stage shows, games, sports, even jokes.

Different variables in an educational system:

The student: The student of the educational institution needs lo to learn to solve problems, to critically analyze the reality and to transform it, to identify concepts, lo learn to learn, to learn to do, lo learn to be and discover knowledge om entertaining ways.

We as a teacher have to teach to our student to be cognitive independent, Cognitive strategies are useful tools in assisting students with learning problems. The term "cognitive strategies" in its simplest form is the use of the mind (cognition) to solve a problem or complete a task.

The main purpose of the educational institution is to achieve socialization, the teacher exists to direct the the pedagogical process, to guide the students what she or he should do. But these objective and task can’t be achieved or solve only by using the explanatory and illustrative methods.

It is necessary to introduce into educational systems, methods, strategies and different ways which can satisfy future needs.

Characteristics of teaching games: the game as a teaching method is very old, since the primitive community it was used in an empirical way in the development of abilities in the children and young people who learned the older like hunting, fishing, farming and other activities that were passed down from generation to generation.

Didactic games are an effective measure in shaping general competences. Participation in the game reinforces and emotional and motivational sphere of the student. The most important competences developed with games are the following: teamwork, communication and cooperation, time organization and management.

In this way the children were able to assimilate in an easier way the procedures of the activities of the daily life.

The work of psychological and philosopher Karl Gross came into the light with his game theory, in which he characterizes the game as an anticipated training for future serious abilities.

There are different types of games, as rule games, constructive games, role-playing games, role-plays, simulations games, and didactic games. Children’s games are the predecessors of didactic games and emerged earlier than pedagogical science itself. Creative learning becomes a happy experience.

The didactic game:  it is a participatory technique of teaching aimed at developing the student´s methods of directions and corrects their behaviors, thus simulating discipline with an adequate level of decision and self-determination.

The game is a naturally happy activity that fully develops the personality of man and in particular his creative capacity.

The teaching games should correspond with the objectives, contests and teaching methods and must be adapted to the indication and the educational organization.

Among the aspects to be contemplated in this scientific-pedagogical index are:

·         Correspondence with scientific and technical advances

·         Possibility of increasing the level of assimilation of knowledge

·         Educational influence

·         Correspondence to the student´s age

·         Contribution to the formation and development of habits and skills

·         Decreased time in explanations of the content

·         Accessibility

The particularity of the student in learning:  the particularity of the didactic games consists in the change of the role of the teacher in the teaching, who influences of practical form I the degree or level of preparation of the game since he takes part like guiding, taking the analysis of the course of the same.

Objectives of the use of teaching games in educational institutions:

·         Teach students to make decisions in front of problems that may arise in their lives.

·         Guarantee the possibility of acquiring practical experience of collective work and analysis of organizational activities of the students.

·         To contribute to the assimilation of the theorical knowledge of the different subjects, stating from the achievement of a higher level of satisfaction int the creative learning.

·         To prepare the students in the solution of the problems of the life and the society.

Benefits of teaching games:

·         They arouse interest in the subjects.

·         They provoke the need to make decisions.

·         They create in the students the skills of the interrelated work of mutual collaboration in the joint fulfillment of task

·         They are used to strengthen and verify the knowledge acquired in the demonstrative classes and for the development of skills

·         They accelerate the adaptation of students to the dynamic social processes of their life.

Phases of teaching games:

1.    Introduction

2.    Development

3.    Completion

Fundamental advantages of teaching games:

 

Students are assured of collective decision-making habits. They allow solving the problems of correlation of the activities of directions and control the teachers, as well as the collective self-control of the students. They allow the acquisition, broadening deepening and sharing of knowledge, combining theory with practice in the lively, active and dynamic way.

 

Classification of teaching games:

 

There have been few, and we might say null, attempts to classify the didactic games.

 

·         Games for the development of abilities

·         Games for the consolidation of knowledge

·         Games for the strengthening of the values

The appropriate selection of didactic games is in correspondence with the objectives and content of the teaching, as well as with the way in which it is determined to organize the pedagogical.