Estrategias lúdicas para estimular el inicio del proceso lector en los niños y niñas de transición de la I.E.D 11 de Noviembre

Abstract

The present disciplinary intervention project "Playful strategies to stimulate the beginning of the reading process in transitional boys and girls of the Eleventh November Educational Institution, located in the city of Santa Marta, Magdalena" proposes to implement playful strategies that allow the strengthening from the beginning of the reading process and at the same time improve their communication skills. This disciplinary intervention proposal was carried out in five phases Phase 1. Diagnosis: Identify the characteristics of the problem that occurs with the population, with which the proposal is going to be developed. Direct observation and a field journal will be used. Phase 2. Formulation: The theoretical route is made and the global teaching method is identified as the most appropriate. Phase 3. Design: A proposal will be made to strengthen the reading process through recreational activities of the students of the transition grade of the district educational institution November Eleven. Phase 4. Execution: The strategies and activities designed for children will be implemented. Phase 5. Evaluation: Monitoring and feedback will be carried out during the moments of the project. This proposal is based on the qualitative approach and the instruments were direct observation and the field diary.