Examinando por Autor "Maldonado Reyes, Maryury"
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- ÍtemLa lúdica como estrategia pedagógica, en la adquisición del código lecto escrito, en los niños y niñas de los grados primeros de la Institución Educativa Distrital Colegio Sierra Morena sede D jornada tarde(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Jaramillo Montaño, Diana Marcela; Maldonado Reyes, Maryury; Flórez Huertas, Nelson EnriqueThe intervention, create for differences reasons. This intervention proposal is born as a response to the need that found in the educational community, a proposal which was planned, created and applied throughout the strategy” Reading with the senses”; this one was aimed at implementing an effective and dynamic methodology through playfulness. This strategy allowed students to acquire writing and reading processes effectively. The strategy “reading with senses” had four phases; In the first phase "I listen, I see, I feel and I learn" it was aimed to learn through the exploration and activation of the senses; in which students had the opportunity to acquire knowledge and to develop sensorial skills. These skills subsequently contributed to learn the reading and writing code. In the second phase, "My body in motion”, that was worked two main areas. which were applied through recreative and playful activities. Where gross motor skills and graphomotor skills will be required. So, this phase contributed positively in the development of spatial orientation, segmental dissociation coordination and both fine and gross motor skills, it facilitated the teaching process of writing. In the third phase, "I share and I communicate", there were a series of activities where children acquired tools and knowledge that allowed them to learn and to develop all communication skills through collaborative learning, therefore they develop creativity and fantasy. In the last phase "I already know how to read and it is a great pleasure", the process of project, its impact and its deffectiveness were evaluated. It is necessary to highlight that the results obtained in the implementation of this proposal were satisfactory; this is why students with shortcomings in different areas of their development could overcome these difficulties throughout playfulness and they could reach in a dynamic, participative, collaborative, timely and meaningful way their learning processes of literacy.