Cuentos, mitos y leyendas ecuatorianos como estrategia didáctica para el Ámbito Comprensión y expresión del lenguaje en infantes de 3-4 años de Educación Inicial

Abstract

The present Curricular Integration Work, entitled "Ecuadorian tales, myths and legends as a didactic strategy for the Comprehension and Expression of Language Area in infants of 3-4 years of Initial Education", has established as an objective to implement a booklet of activities aimed at the teacher of classroom 1 of sublevel 2 of initial of the School of Basic Education of Innovation UNAE located in Chuquipata-Azogues. This research is theoretically based on the constructivist paradigm and Piaget's cognitive theory with its stages of development. Likewise, a brief look at the Initial Education Curriculum (Mineduc, 2014) and the Methodological Guide for the implementation of the Initial Education Curriculum (Mineduc, 2015) have been made. Similarly, authors such as Campos (2019), Portocarrero and Sinisterra (2019), Oña (2017), among others, allowed Ecuadorian tales, myths, and legends to be addressed as important didactic learning strategies. Regarding the methodology, this research followed the guidelines of action research and its phases, placing itself under the socio-critical paradigm, with a qualitative approach of an applied type, so this study focused on the approach of a research question such as the result of a previous diagnosis and a solution was found with the design and implementation of the educational intervention proposal. As result, it was obtained that the description of the scenes pictograms, guided conversations for the expression of ideas, and association of resource images derived from the proposed literary texts, contributed notably to progress in terms of active, autonomous, and conscious participation by the children. In conclusion, the narration of the story, myth, and legend in conjunction with the activities related to these stories increased the development of language comprehension and expression.