Fortalecimiento de procesos iniciales de lectura y escritura: Proyecto didáctico, pedagógico para estudiantes de transición.
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Este proyecto pedagógico, denominado “Jaayav” se enfoca en abordar la etapa inicial del desarrollo educativo, fundamentado en actividades didácticas, lúdicas e innovadoras para motivar y fortalecer las habilidades de lectura y escritura de los estudiantes de transición. A través de este, se ofrece una propuesta pedagógica que desarrolle las habilidades comunicativas y escriturales de los niños. Es una investigación con enfoque cualitativo, utilizando el método de investigación acción participación, el cual involucra activamente a los estudiantes, permitiéndoles desempeñar un papel fundamental en la mejora de sus habilidades de lectura y escritura. Se emplean instrumentos como la observación participante y el diario de campo, además de proponer una serie de actividades diseñadas específicamente para el desarrollo de los procesos iniciales de lectura y escritura. La investigación es de tipo descriptivo ya que recopila datos detallados sobre el estado inicial de los procesos y habilidades de lectura y escritura en los estudiantes antes de la implementación del proyecto. Involucra una población y muestra de 25 estudiantes de transición con edades comprendidas entre los 5 y 6 años de edad. Tras la implementación de actividades didácticas y lúdicas, enfocadas en la interpretación de imágenes y la producción escrita, se ha observado un impacto positivo en la comprensión lectora de los estudiantes. Estas actividades han demostrado ser efectivas para desarrollar habilidades escriturales y de comprensión, fomentando la reflexión sobre lo que leen y la expresión escrita.
This pedagogical project, named "Jaayav," focuses on addressing the initial stage of educational development. It is based on didactic, playful, and innovative activities designed to motivate and strengthen the reading and writing skills of transitioning students. Through this project, a pedagogical proposal is offered to enhance the communicative abilities of children. It is a qualitative research initiative, utilizing the action-participation research method. This method actively involves students, enabling them to play a fundamental role in improving their reading and writing skills. Instruments such as participant observation and the field diary are employed, alongside a series of activities specifically designed for the initial stages of reading and writing development. The research is descriptive as it compiles detailed data on the initial state of reading and writing processes and skills in students before project implementation. It involves a population and a sample of 25 transitioning students aged between 5 and 6 years old. Following the implementation of didactic and playful activities focused on interpreting images and written production, a positive impact on the reading comprehension of students has been observed. These activities have proven to be effective in developing writing and comprehension skills, fostering reflection on what they read and written expression.
This pedagogical project, named "Jaayav," focuses on addressing the initial stage of educational development. It is based on didactic, playful, and innovative activities designed to motivate and strengthen the reading and writing skills of transitioning students. Through this project, a pedagogical proposal is offered to enhance the communicative abilities of children. It is a qualitative research initiative, utilizing the action-participation research method. This method actively involves students, enabling them to play a fundamental role in improving their reading and writing skills. Instruments such as participant observation and the field diary are employed, alongside a series of activities specifically designed for the initial stages of reading and writing development. The research is descriptive as it compiles detailed data on the initial state of reading and writing processes and skills in students before project implementation. It involves a population and a sample of 25 transitioning students aged between 5 and 6 years old. Following the implementation of didactic and playful activities focused on interpreting images and written production, a positive impact on the reading comprehension of students has been observed. These activities have proven to be effective in developing writing and comprehension skills, fostering reflection on what they read and written expression.