Juego simbólico y las tic: estrategias innovadoras para el pensamiento creativo en educación básica.

Abstract

Contemporary education faces the challenge of cultivating creative thinking from the early stages of schooling. Within this framework, symbolic play serves as a fundamental pedagogical tool, and its integration with Information and Communication Technologies (ICT) opens new avenues for educational innovation. This study focuses on the implementation of pedagogical proposals that combine symbolic play with ICT tools, aiming to enhance creative thinking in second-grade students of Basic General Education. A qualitative approach, under an action-research design, is adopted to observe and analyze the development of creative abilities in a playful-digital environment. The results show significant improvements in creative thinking dimensions such as fluency, originality, flexibility, and elaboration, along with an increase in student motivation and active participation. The intentional sample includes 50 students, selected for their active engagement. Data collection techniques include participant observation, semi-structured interviews, field diaries, and analytical rubrics. Among the ICT tools used, Scratch Junior, EducaPlay, Canva, and Stop Motion Studio stand out.