Pedagogical strategy to strengthen social skills from the Divertiaprendizaje approach

Abstract

Introduction: This article presents a pedagogical strategy based on the Fun Learning approach to strengthen social skills in tenth-grade students at the "José María Velasco Ibarra" Public School in Ecuador. Given the persistence of traditional educational models that limit socio-emotional development, this intervention proposes an approach that integrates creativity, experience, emotional engagement, and enjoyment, aligning with the global need for a holistic education that fosters coexistence, empathy, and emotional management. Materials and methods: The research followed a pre-experimental design with pre-tests and post-tests. The Social Skills Questionnaire (CHASO) by Gismero (2000) was administered to 22 students to assess their initial level. Results: The pre-test revealed low scores in dimensions such as self-expression (2.6), defending rights (2.7), and expressing anger (2.3). Following the intervention, the post-test showed significant improvements in all areas, with notable increases in initiating positive interactions (from 2.4 to 4.2) and saying "no" (from 2.1 to 3.5). Discussion: The results confirm the effectiveness of Divertiaprendizaje as a methodological approach for developing social skills, transforming classroom dynamics into a more participatory and supportive environment. Conclusions: The strategy is found to be relevant, coherent, and adaptable, representing a viable alternative for integrating social-emotional learning into the school curriculum. Its gradual implementation, teacher training, and further research exploring its impact on other areas of development are recommended.