Intergenerational play strategies as a pedagogical resource for cognitive and socioemotional strengthening: perceptions of educational stakeholders
DOI:
https://doi.org/10.70577/4my32316Keywords:
intergenerational learning; playful strategies; educational innovation; cognitive stimulation; socioemotional skills; inclusive education.Abstract
Abstract
Educational innovation requires strategies that promote participation, social interaction, and the collective construction of learning. The objective was to analyze the perceptions of educational stakeholders regarding intergenerational play-based strategies as a pedagogical resource related to cognitive and socioemotional dimensions. The theoretical framework integrated play-based learning, intergenerational learning, and socioemotional development. A quantitative, non-experimental, descriptive-correlational, and cross-sectional study was conducted with 502 participants from the educational community. A structured survey was administered, and frequencies, percentages, and associations among categorical variables were analyzed. 96.0% considered intergenerational participation to be important or very important; 89.2% felt comfortable or very comfortable interacting with people of other ages; 93.2% rated their ability to work in teams favorably; and 88.0% rated their memory and concentration skills as good or excellent. A higher frequency of recreational activities was associated with greater cognitive stimulation (76.2% vs. 38.0%; χ²=74.63; p<0.001; V=0.386), and frequent stimulation was linked to a favorable perception of memory and concentration (94.0% vs. 79.4%; χ²=24.35; p<0.001; V=0.220). It is concluded that there is a favorable predisposition toward intergenerational activities, although the cross-sectional design does not allow for the establishment of causality.
Downloads
References
Carrasco Carrasco, M. L. (2025). Estrategias lúdicas para fomentar el aprendizaje significativo en educación primaria, una revisión sistemática. Mérito - Revista de Educación, 7(21), 156–175. https://doi.org/10.37260/merito.i7n21.13
Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., Sehgal, K., Zieher, A. K., Eveleigh, A., McCarthy, M., Funaro, M., Ponnock, A., Chow, J. C., & Durlak, J. (2023). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development, 94(5), 1181–1204. https://doi.org/10.1111/cdev.13968
Comisión Internacional sobre los Futuros de la Educación. (2022). Reimaginar juntos nuestros futuros: Un nuevo contrato social para la educación. UNESCO y Fundación SM. https://unesdoc.unesco.org/ark:/48223/pf0000381560
Domènech-Abella, J., Díaz-Cofine, S., Rubio-Valera, M., & Aznar-Lou, I. (2022). Evaluación pre-post de un programa intergeneracional para mejorar el bienestar en personas mayores y los estereotipos edadistas en alumnos de primaria y secundaria: proyecto CRENCO. Revista Española de Geriatría y Gerontología, 57(3), 161–167. https://doi.org/10.1016/j.regg.2022.04.005
Eiguren Munitis, A., Berasategi Sancho, N., & Correa Gorospe, J. M. (2022). Combatiendo la brecha generacional: revisión sistemática de las experiencias intergeneracionales llevadas a cabo en el entorno escolar. Revista de Investigación Educativa, 40(2), 341–363. https://doi.org/10.6018/rie.436791
Espiritu Cajahuaman, G., Lindo Castro, R. E., & Huayta Franco, Y. J. (2021). Estrategias lúdicas en estudiantes de cinco años: una revisión sistemática. IGOBERNANZA, 4(15), 33–53. https://doi.org/10.47865/igob.vol4.2021.126
Krzeczkowska, A., Spalding, D. M., McGeown, W. J., Gow, A. J., Carlson, M. C., & Brown Nicholls, L. A. (2021). A systematic review of the impacts of intergenerational engagement on older adults’ cognitive, social, and health outcomes. Ageing Research Reviews, 71, 101400. https://doi.org/10.1016/j.arr.2021.101400
Morales Ruiz, H. J., & Buendía Cueva, G. I. (2025). Habilidades socioemocionales en estudiantes de Educación Básica Regular: una revisión sistemática. Aula Virtual, 6(13), e544. https://doi.org/10.5281/zenodo.17093677
Moreno Abellán, P., Martínez de Miguel López, S., & Escarbajal de Haro, A. (2018). El impacto educativo de los programas intergeneracionales: un estudio desde la escuela y las diferentes instituciones sociales implicadas. Revista Iberoamericana de Educación, 77(2), 31–54. https://doi.org/10.35362/rie7723158
Moreno Abellán, P., Salmerón Aroca, J. A., & Martínez de Miguel López, S. (2023). La superación de estereotipos en niños hacia las personas mayores. Análisis de un programa intergeneracional en el contexto socio-educativo. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology, 1(1), 447–460. https://doi.org/10.17060/ijodaep.2023.n1.v1.2546
Organización Panamericana de la Salud. (2021). Informe mundial sobre el edadismo. https://doi.org/10.37774/9789275324455
Román-de la Vega, M., & Mendoza-González, B. (2025). Revisión sistemática: aprendizaje socioemocional y práctica docente en educación primaria. Revista RedCA, número especial, 417–440. https://doi.org/10.36677/redca.v0i0.25894
Sánchez Sánchez, E., & Montero García, I. (2025). Efectos de la intergeneracionalidad (relaciones, contactos y programas) en la reducción del edadismo: una revisión sistemática (2013–2023). Revista Española de Geriatría y Gerontología, 60(2), 101540. https://doi.org/10.1016/j.regg.2024.101540
Skene, K., O’Farrelly, C. M., Byrne, E. M., Kirby, N., Stevens, E. C., & Ramchandani, P. G. (2022). Can guidance during play enhance children’s learning and development in educational contexts? A systematic review and meta-analysis. Child Development, 93(4), 1162–1180. https://doi.org/10.1111/cdev.13730
Sologuren Insúa, E., Bilbao-Villegas, G., & García-González, A. (2026). Competencias socioemocionales en la formación docente: revisión sistemática de literatura. Estudios Pedagógicos, 52(1), 435–454. https://doi.org/10.4067/S0718-07052026000100435
Tsiloni, E., Dragioti, E., Gouva, M., Vassilopoulos, S. P., & Mentis, M. (2024). Psychosocial effects of intergenerational learning on primary school children and older adults: A systematic review. Gerontology & Geriatrics Education, 45(2), 289–322. https://doi.org/10.1080/02701960.2023.2189248
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Egidio Yobanny Salgado Chévez, Cruz Maritza Bajaña Rocha, Darwin Israel Caguas Chafla, Pedro David Bajaña Rocha (Autor/a)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
