El pictograma como estrategia didáctica lúdica para la estimulación del lenguaje en alumnos de primer año de Básica de la Unidad Educativa del Milenio Intercultural Bilingüe “Pueblo Kisapincha”

Abstract

This research aimed to create, together with 1st-grade students of EGB, a Ludic Pictographic Agenda, meaning it merged pictograms with playfulness, with the purpose of stimulating language and enhancing the process of linguistic knowledge construction among 1st-grade students at the Millennium Educational Unit "Pueblo Kisapincha." The research question is: How to strengthen language stimulation in first-grade children at the Bilingual Millennium Educational Unit "Pueblo Kisapincha"? This is a descriptive research where information collection methods such as field diaries and interviews were used. This study was conducted with the participation of teacher Gloria Toroshina and 14 students. The ludic didactic strategy applied in the development of this research aims to create didactic material using pictograms with playfulness, focused on strengthening language stimulation. This material was called Ludic Pictographic Agenda. In this way, we managed to promote interaction between teacher and students, arousing interest in children and achieving meaningful learning. The research results indicate that the existing problem of low language stimulation was reduced and the Ludic Pictographic Agenda was created, which was used by the teacher inside the classroom. It was important to teach Basic first-grade children to develop their linguistic process using playfulness and pictograms to achieve meaningful learning and reduce their problem of low language stimulation within the educational process of Basic Education students at the Intercultural Bilingual Millennium Educational Unit "Pueblo Kisapincha".