Play as a socio-emotional educational opportunity to prevent violence in higher education

Abstract

The article analyzes the use of play as an educational strategy with a socio-emotional approach to prevent school violence among upper basic education students in Ecuador. Through an eight-week intervention based on playful dynamics, the impact of games on the development of competencies such as empathy, emotional regulation, and peaceful conflict resolution was evaluated. The research employed a mixed-method approach, applying questionnaires, structured observations, and interviews with teachers. The results showed a significant reduction in verbal, physical, psychological, and social exclusion violence, as well as notable improvements in socio-emotional skills. The activities fostered an environment of trust, inclusion, and cooperation in the classroom. The study concludes that play, beyond its recreational dimension, holds high pedagogical value and should be integrated into the school curriculum as a tool to promote peaceful coexistence.