Resumen

GONZALEZ-GRANDON, Ximena; CHAO REBOLLEDO, Cimenna  y  PATINO DOMINGUEZ, Hilda. Play-based Learning: A Path to the Development of Social and Emotional Wellbeing in Contexts of Violence. Rev. latinoam. estud. educ. [online]. 2021, vol.51, n.2, pp.233-269.  Epub 20-Oct-2023. ISSN 2448-878X.  https://doi.org/10.48102/rlee.2021.51.2.375.

Learning through play is an essential lifelong skill, and social-emotional learning is a growing pedagogical practice. When playing, students often manage conflict and build social-emotional knowledge with other group members. Students in playful and collaborative environments own the ability to learn how to effectively regulate prosocial emotions, both individually and as a group. This article introduces an ecological epistemic framework focused on affordances and the person-environment relational scale of analysis to argue for the design of learning environments with a diversity of games that enable the development of social-emotional education. It explores ideas from developmental and educational psychology, combining critical elements of niche construction theory, to account for playful environments that foster an ethic of well-being within learning communities. It argues that this approach can provide enhanced opportunities for learning and developing emotional well-being in diverse populations, particularly those in contexts with violence and bullying.

Palabras llave : play-based learning; social and emotional learning; affordances; playful learning environments; social and emotional wellbeing.