Traditional games as a didactic strategy to strengthen the teaching-learning process.

The need for individual attention in Basic Education is expressed by establishing in the philosophical principles, the education of the individual as a process in continuous progress, centered on the intellectual, social, emotional and physical dimensions, to help him/her progress at his/her own pace within the level of his/her own potential and possibilities, from there, that from the game it is possible to take the student gradually towards work, and in this way contribute to the orderly development of his/her assimilation and reasoning capacity.

Thus, in view of the tendency towards change and the search for alternatives to face the new educational realities, traditional games as an organized activity have been playing a central role in the development of the human being, since they allow to achieve operative changes from the first stages of life, constituting a precursor of the individual's culturization through cognitive development, emotional states and personal behavior, as well as a starting point for the formation of fantasies for the promotion of communication and language in socialization processes.

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From this perspective, traditional games originate in the child many superior activities leading to the acquisition of learning, norms and values foreseen to be offered in the fundamental academic areas of basic education and especially the instrumental ones used to impart education, for which the attention of a dynamic, integrating teacher has been foreseen, who bases his/her pedagogical activity on a flexible modular schedule, which allows to satisfactorily attend both individual needs and group teaching activities.

Hence, it is convenient to offer school-age children a varied set of traditional games so that they can select those that correspond to their interests and needs and satisfy them from the educational point of view through an integral pedagogical practice that promotes the diversity of knowledge or significant learning. However, the educational scenario is different, since weaknesses are observed in the implementation of strategies and uses of resources that contribute to the orderly development of cognitive abilities, due to the fact that the student is constantly subjected to an extraordinary increase of stimuli and pressures imposed by the transmission and acquisition of information.

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Based on this premise, it can be said that the implementation of traditional games in the daily teaching work requires a full development in every individual, because it facilitates the development of cognitive abilities in the students. In this sense, the new curricular model of the Bolivarian Educational System and its transversal axes health, environment and citizen formation. They are aimed at promoting the system of values that favor the welfare and balance between mind, body and soul; an approach that becomes important in these times of accelerated life marked by collective stress and haste. It is necessary for everyone to develop habits of hygiene, nutrition, physical and recreational activities and harmonious personal relationships in order to promote healthy lifestyles. In this context, the environment is assumed as a holistic process that integrates human beings, from their physical, mental and spiritual health. In this sense, this axis promotes the valuation of the environment as a dynamic whole, in which it is immersed and makes decisions leading to the rational, responsible, present and future use of the socio-cultural heritage and natural resources; the culture of health in its dimensions of self-development, creativity and protagonist participation as well as minimizing scenarios of threats and natural physical risks, in the improvement of the quality of life as the basis of social welfare.