Estrategia Lúdica utilizando el arte y el juego como elementos mediadores para pro-motivar el proceso de lecto-escritura en niños y niñas de primero primaria

Abstract

This document presents the work entitled "Playful Strategy using art and play as mediators to promote the reading-writing process in first grade boys and girls", whose general objective is to design a playful learning methodology for First grade children, using art and games to promote the reading and writing process at the IED San Pedro Claver De Bogotá. In this research proposal, it is identified that the process of teaching reading and writing is weak and little or not at all dynamic, it is evident that children do not understand readings, also that they do not recognize phonemes and it is difficult for them to produce texts that strengthen communication and expression. For this purpose, a research methodology was defined based on new playful strategies for teaching reading and writing in first grade children, through art and play as a learning process, understanding in a more didactic and attractive way to them. The research approach is qualitative, based on action research (teacher-students) which was managed through qualitative research, in which the role of the researcher (teacher) is in charge of collecting all the information, processing and analyzing it. Our selected population corresponds to the boys and girls of the first grade (101) of the San Pedro Claver District Education Institute of Bogotá, headquarters A, of the City of Kennedy. For the research, instruments were applied to show the problem that is currently being presented in the first grade (101), said instrument is a structured interview through a questionnaire and a test applied to the children in the first grade (101). An intervention proposal was developed that includes aspects such as: didactic and recreational strategies, which is based on implementing a methodology based on art and play as a mediating element to promote learning, through which the child will be motivated and will participate actively and dynamically in the reading-writing learning processes and includes the practices in the role of the teacher, the tools that the teacher presents in the initial reading, the strategies and activities that they propose for their teaching, etc.