Ambientes Lúdicos Contemporáneos: Un Análisis Documental sobre su Impacto en el Desarrollo y Aprendizaje

Karen Melissa  Gómez Acosta; Ivan Alirio Martínez Triana

doi:10.22490/unad.27452115.11313

Vol. 7 No. 1 (2026)

Published 2026-08-20

license

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Artículos de reflexión

Contemporary Playful Environments: A Documentary Analysis of Their Impact on Development and Learning

DOI: https://doi.org/10.22490/unad.27452115.11313

Karen Melissa Gómez Acosta University Foundation Los Libertadores

Ivan Alirio Martínez Triana National Pedagogic University

PDF (Spanish)

Abstract
References

This article is part of the research group "Play, Space, and Learning," which is part of the research project "Contemporary Playful Environments: A Documentary Analysis of Their Impact on Development and Learning." This project was developed within the Specialization in Pedagogy of Play, affiliated with the Faculty of Human and Social Sciences at the Los Libertadores University Foundation. Its purpose was to conduct a literature review to consolidate the concept of contemporary playful environments from a pedagogical and critical perspective. This review was undertaken in light of the various transformations that have shaped education in the 21st century, where environments are configured as ideal settings for rethinking teaching and learning processes. These environments promote educational experiences that stimulate creativity, autonomy, critical thinking, and meaningful learning.

The research process reveals how contemporary play environments extend beyond the concept of physical spaces and have evolved over time to be recognized as pedagogical ecosystems in which play, interaction, and inhabiting space are configured as elements of transformation. In this sense, play is positioned as an essential dimension of human development and as a pedagogical resource that fosters processes of inclusion, participation, and educational innovation.

Likewise, contemporary play environments are consolidated as a pedagogical approach that promotes a more equitable, participatory, and meaningful education, integrating emotion, creativity, and ethical reflection as pillars of learning and holistic development.

keywords: education, play area,, learning, educational sciences.

Bosch, R. (2018). Diseñar un mundo mejor empieza en la escuela. Saxo Publish. CAST. (2018). Universal Design for Learning guidelines version 2.2. https://udlguidelines.cast.org/. Dewey, J. (1938). Experience and education. Macmillan. Dillenbourg, P. (1999). What do you mean by collaborative learning? En P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and computational approaches (pp. 1–19).

Pergamon. Dussel, I. (2018). La educación alterada: Escuelas, alumnos y docentes en la era digital. Siglo XXI Editores. Foucault, M. (2025). Vigilar y castigar: Nacimiento de la prisión. Siglo XXI Editores.

Freire, P. (1970). Pedagogía del oprimido. Siglo XXI Editores. Freire, P. (1996). Pedagogía de la autonomía: Saberes necesarios para la práctica educativa. Siglo XXI Editores.

Hall, T. E., Meyer, A., & Rose, D. H. (Eds.). (2012). Universal Design for Learning in the classroom: Practical applications. Guilford Press.

Huizinga, J. (1949). Homo ludens: A study of the play-element in culture. Routledge & Kegan Paul. (Obra original publicada en 1938)

Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Active learning: Cooperation in the college classroom (2nd ed.). Interaction Book Company.

Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning (5th ed.). Allyn & Bacon. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.

Lave, J., & Wenger, E. 1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. Lefebvre, H. (1974). La producción del espacio. Anthropos.

Malaguzzi, L. (1993). For an education based on relationships. Young Children, 49(1), 9–12.

OECD. (2018). The future of education and skills: Education 2030. OECD Publishing.

Piaget, J. (1951). Play, dreams and imitation in childhood (C. Gattegno & F. M. Hodgson, Trads.). Norton

Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21(1), 43–69.

Tonucci, F. (2004). La ciudad de los niños: Un modo nuevo de pensar la ciudad (M. Merlino, Trad.; 2.ª ed.).

Fundación Germán Sánchez Ruipérez. Tuan, Y.-F. (1977). Space and place: The perspective of experience. University of Minnesota Press.

UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO. https://doi.org/10.54675/ASRB4722

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Zapata, O. A. (2007). El juego y el aprendizaje escolar: Perspectiva psicogenética. Pax México.

license

How to Cite

Gómez Acosta, K. M. ., & Martínez Triana, I. A. (2026). Contemporary Playful Environments: A Documentary Analysis of Their Impact on Development and Learning. EducaT: Educación Virtual, Innovación Y Tecnologías, 7(1). https://doi.org/10.22490/unad.27452115.11313

Download Citation

Almétricas