Aplicación de actividades lúdicas para fortalecer el proceso de prelectura y preescritura en niños de preparatoria de la Unidad Educativa “Santa Rosa”

Abstract

The present work of curricular integration (TIC), entitled "Application of playful activities to strengthen the process of pre-reading and pre-writing in high school children of the Santa Rosa Educational Unit", has as general objective to propose playful activities as a strategy to strengthen pre-reading and pre-writing in high school children, parallel "A" of the Santa Rosa Educational Unit. The origin of the topic is based on what was observed during the pre-professional immersion practices carried out in the Santa Rosa canton of the city of Ambato. Some theoretical references were investigated on the described topic, as well as the importance of oral and written language, literacy and types of linguistic awareness, we have the high school curriculum (Ministry of Education of Ecuador, 2016), which guides, organizes and controls on the activities to be developed within the educational processes to achieve the objectives of the same, that is, that they acquire significant learning within their formation as integral and autonomous beings. Similarly, authors such as López (2020), Márquez, (2017), Ortiz, (2020), among others, allowed addressing the importance of pre-reading and pre-writing as fundamental topics for the development of children. The study is based on the postulates of Piaget, Frank Smith and Ovide Decroly, who emphasize the importance of reading and writing for an adequate development. The selected method was action research where two interviews and observation guides were applied. The results obtained showed that the ludic activities favored the learning of pre-reading and pre-writing of high school children, parallel "A" afternoon of the "Santa Rosa" Educational Unit, since they are one of the best ways to teach, thanks to the methodology of the teacher and the activities proposed as reinforcement by the interns, helped the children to consolidate the information. The activities applied allowed contributing at the morphological, semantic, syntactic, lexical and pragmatic levels. This fluency at the verbal and written level allows the children to develop, since by reading and writing they continue to learn a great deal of knowledge that can be applied in their daily lives.