Playing, Games and Child Literacy Ana Nieves Rosa, PhD University of Puerto Rico-Mayaguez

Background Theory…. In the theories of Piaget and Vygotsky, the game is seen as a useful tool for learning. Recent studies confirm that through play children develop cognitive skills such as the ability to organize thoughts, generate ideas, use symbolism, develop problem-solving skills, divergent thinking, creativity and language skills (Tsao, 2002; Asplund and Pramling, 2008). They also learn to express and control affect as well as regulate their emotions. Although the scientific literature points out the importance and benefit of games in the school setting, the play time space for children in their development scenarios has been reduced (Goldstein, 2012). On the other hand, the use of technological toys and the time spent on them has increased significantly. Generating situations of different development above those provided through the use of the traditional game.

Introduction Three decades of Scientific investigation supports a strong relationship between play and the development of early childhood skills. The game is a precursor to the motor development of language and the writing of cognitive abilities and socio-emotional skills (Vygotsky, 1978; Goldstein, 2012). The Scientific literature also indicates the influence that the school games have in the physical development and also in the logical reasoning skills of the children. However, there has been a gradual reduction in the time of play in schools as well as a change in the type of play.

Objective The aim of the study was to document the type of game played most frequently by children from the early ages of 3 to 7 years. Also collect information regarding the games in educational scenarios and if it is included as a teaching strategy. Focal groups and on the field observation were the techniques used to collect the data from boys and girl between 3 to 7 years. Teachers were interviewed to obtain information on the games used as a tool of teaching in the classroom.

Methodology Participants: Our first group consisted of 23 students of 5 and 6 years old, 13 girls (56%) and 10 boys (44%) and five teachers (n = 2) with preparation in k-3, (n = 1) preparation in preschool and (n = 1) in secondary. Instruments: Socio-demographic information sheet- The father answers the age, gender and grade and how many siblings the child has. Interview with director- An interview of 6 closed questions was developed to know about the educational philosophy of the school and if within it there is space for the game. Interview with the teacher- An interview of five closed questions was developed to obtain information about the game as a teaching strategy, its integration and time spent in the classroom. Guide to focus group questions- Children were asked open questions to know what the game scenario is and their preferences for games and toys

Results & Analysis Regarding the place where they have more time to play, 74% of the children said that they played more at home than at school. It was also observed that children know more variety of technological games than traditional

Results & Analysis Among the findings of the study we can highlight that the highest percentage (70%) of the participants prefer video games, while 30% prefer traditional games

Results & Analysis Fig. 3. Time dedicated to the games as a teaching strategy in the classroom. Compared to other teaching strategies, 60% of teachers indicated that they had little use of the game, and 40% used it moderately. None indicated to use the game much, in comparison to other strategies.

Results & Analysis The playing time of children at an early age was shared equally between traditional play activities and technological games; a greater frequency was observed in the use of gadgets and technological games in these children compared to traditional games.

Call of Duty (Playstation) Variety of video games and other games that children mentioned when interviewed. Videojuegos Juego en el patio Batman Plasticina Cocina Escondite Piano Piscina Halo Soccer Call of Duty (Xbox) Playa Talking Tom 1 2 3 pescao Pokemon DS Tocaito Minecraft Alimentar animales Maquillar en Tablet Correr Lego City Tablet Familia Motor Strike Mojarse en la lluvia Conectar Puntos Bicicleta Monos Doctora Youtube Volleyball Dora Pelota Super Mario 2   Carros Sonic (Wii U) Cantar (App) Call of Duty (Playstation) Tiburones Hacer uñas en Tablet Peinarse en Tablet

Final thoughts for next investigations…. Because so far the results show that kids play more at home than at school and there has been an increase in the preference for video games in the future it is necessary to consider what skills this type of game develops in children and if the reduction of the game in educational settings occurs in schools and centers with different curricula. In addition, it is pertinent to study the effect that this new growing trend has on development.

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“Playing is the mechanism for children to interact in a social way in deferent social scenarios”. Let them use their imagination and creativity…Our roll is to guide them…