Prácticas de aprendizaje en el Lenguaje (PAL) como estrategia lúdica en el proceso de la comunicación de niños y niñas de 3 a 4 años del CDI Rodrigo Díaz Sierra del Municipio de Jardín Antioquía.

Abstract

The main purpose of this disciplinary intervention proposal is to develop different learning practices in the language (PAL) as a playful strategy in the communication process of children between 3 and 4 years at the CDI Rodrigo Diaz Sierra kindergarten of the Municipality of Jardín Antioquia. All of this, it is intended to provide children in the school and family environment with different learning practices through play; developing activities aimed at strengthening communication, verbal and non-verbal communication, promote confidence in public speaking, make relevance in their feelings and thoughts, clarity and fluency in their words or sentences, the different languages and forms of communication that can use to communicate with other people building their own learning, while interacting with the environment. Language learning practices (PAL) are a proposal of activities that facilitate the organization of ideas for children, allow it to be more flexible and functional, articulate with the pedagogical strategies of the institution and the intention of the same, with the materials arranged according to the planning. So, the students interact in the environment creating a climate of trust and security. In addition, through these activities, children are motivated to transmit what they feel, perceive, observe, listen, explore, interact, discover and appreciate the environment that surrounds them, with a timely orientation, taking into account how it relates with their peers, teachers, parents and / or guardians, executing actions that allow each activity that is developed during this process to be playful and pedagogical around learning practices (PAL). Thus, the proposed activities are aimed at the complex and complete resource that is learned naturally, through a series of exchanges with use of verbal and non-verbal language as a the environment and the context in which the child is immersed, interaction with the different areas of development. The process will be framed within three phases, the first one is a diagnosis that. Will be made to the children to determine the state of the verbal and non-verbal communication processes within their family and school environment, having this information will be defined the phase of the propitious and ideal moments for the development of the intervention strategies and as a final phase will be the evaluation of results and progress of the boys and girls. It should be noted that the three phases will be subject to changes that the process considers conducive to better results.