Estrategias lúdicas para potenciar la literatura infantil en niños de Educación Inicial de 4 a 5 años

Abstract

This research project aims to demonstrate that the application of playful strategies enhance children's literature in children of Initial Education from 4 to 5 years old, contributing to their emotional, social and cognitive development. Children from Initial sublevel 2 of the UEM "Manuel J. Calle" Cuenca - Ecuador were considered for this investigation. This work begins with a qualitative approach, which wants to demonstrate the limitations in the strategies used to work on children's literature in the virtual modality, for which the socio-critical paradigm is used, it allows direct interaction with the subjects of study for a group and individual reflection on the importance of children's literature. The instruments used in this study include the field diary, the semi-structured interview, the observation guide and the checklist. On the other hand, the phases of Action Research (IA) were also used, which made it possible to analyze and understand the different events that take place in children's learning process and thus, it would be possible to find a solution to meet their needs. The work is supported on theoretical bases that mention children’s literature, literary genres such as lyric, narrative, drama and the teaching of literature in early childhood to favor creativity by presenting strategies that help motivation and interest in literature. In conclusion, the play strategies and the game methodology were important to promote and generate an approach to children’s literature with results that sustain education in the virtual mode, stimulation of language, memory, vocalization and the development of skills and abilities that allowed the child to achieve the proposed learning.