The game as quantum manifestation: an approach to children’s epistemology

Abstract

Nowadays in Chile, initial education, and mainly its pedagogical management, is located in a new scene that demands from educators more human abilities than technical functionality to adjust to impressions, emergencies, uncertainty and the complexity of the epistemological children steps; to understand how children learn, how they get into knowledge and what kind of strategies they use to achieve it, is fundamental to contribute to a quality educational system. Although some curricular reforms and innovations in initial education have been tried in Chile, with the firm purpose to improve the quality of educational system, it is not clear yet what is it that obstructs reaching the learning achievements and jeopardizes the quality of this system. In this scenario, it is interesting to focus on child games, to describe the kind of interaction -social and with the environment- which emerges from this recreational dimension, and also try to discover epistemological signs there; finding at the informal spaces where children games are develop, some approximations that can give us epistemological context, will allow us to know that “adult” practices used on formal educational spaces do not impact significantly in children’s learning processes.