Ambientes lúdicos para el aprendizaje en la escritura creativa de los estudiantes de grado tercero

Abstract

The objective of this presentation is to develop cognitive skills present in creative writing through playful learning environments in third grade students of the Nuestra Señora de Fátima Educational Institution, Municipality of Buenavista Córdoba. Based on approaches by Coll and Solé (2001), Viera (2003), Coello and Bayas (2011) about meaningful learning and those of Alonso (2007), Lasso (2017) and Arroyo and Montiel (2017); about creative writing in the classroom Likewise, the contributions of the different researchers analyzed from the documentary review in journals and repositories at international and national level are valued; in which different experiences related to creative writing and the use of playful learning environments are addressed. The study has a qualitative approach and a type of pedagogical action research that included the application of diagnostic workshops to 13 participating third grade students; evidencing a problem related to the lack of skills for creative writing, which was evidenced in some limitations to imagine ideas and situations from a scene captured in an image. In the same way, 9 of the participants in their writing presented ideas in disorder and incoherencies, as well as inconsistencies in the development of a set of ideas, both at the micro and macro level, the poverty in the use of vocabulary and the inability to memorize and misspelling. The results show that students are motivated to write when they are provided with the appropriate strategies and are guided in the achievement of creative ideas. What before the cited authors allowed children to achieve from their imagination develop each of the cognitive skills? Concluding that the use of playful learning environments and workshops allows the development of fluid and creative writing in the participants. Keywords: creative writing, meaningful learning, situated workshops