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During the recent period of confinement, educational institutions and teachers worked together to provide online teaching to enable students to acquire the competencies of each educational level. Efforts mainly focused on secondary and higher education and, to a lesser extent, on primary education. Although these efforts have been useful, it is important to take advantage of them and continue using both the resources developed and the know-how obtained during this period. In this paper, we present an online education proposal with a focus on preschool education that was initially developed during the lockdown period for students between three and five years old, and which continues to form an important part of the curricular content in current face-to-face teaching. We discuss the adaptation and successful use of this proposal in the post-confinement period, in which a return to face-to-face education has taken place. It is important to note that this proposal is aimed at a generation of students who are already digital natives, and it is necessary to pay attention to both the content and the design of the proposed computer games, in addition to maintaining the motivation of the students. One of the differentiating characteristics of this proposal is that the interactive resources developed here were designed, developed and adapted by the preschool children’s teachers themselves, without requiring computer science skills. The proposed methodology provides dynamic resources that evolve alongside the students. Therefore, our proposal is composed of both the methodology for the development of the computer games of the game-based part of our curricular project, and the project itself. Two examples of this project are presented. We show how the methodology allows the design and adaptation of computer games for specific school groups at specific learning stages.

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