Mecanismos para fortalecer las habilidades comunicativas en la infancia a traves de la pedagogia alternativa Reggio Emilia

Abstract

This research focused on strengthening communication skills in early childhood through the alternative Reggio Emilia pedagogy. Drawing on the constructivist perspective of Ferreiro and Teberosky (2017), it recognizes that reading and writing are progressively constructed through interaction with the environment, positioning oral and written language as tools for expression. The proposal, “Mechanisms to Strengthen Communication Skills in Childhood through the Alternative Reggio Emilia Pedagogy,” was inspired by principles such as autonomy. According to Malaguzzi (2020), the child possesses “a hundred languages” and is conceived as a subject with potential, which requires valuing their multiple forms of expression. Methodologically, participatory action research and pedagogical observation were used in three phases: creation, implementation, and evaluation of a didactic strategy. This approach made it possible to involve teachers in the transformation process. According to Hernández Sampieri and Mendoza (2018), action research facilitates understanding reality from the participants’ experiences, recognizing interaction and play as spaces for children’s development and communication. The central objective of this research was to strengthen communication skills in early childhood. Among the most relevant findings, it was identified that enriched pedagogical environments are fundamental for stimulating children’s expression, and that family participation is a determining factor, coinciding with Rowe and Snow (2020), who point out that the quality of linguistic interactions in the family and educational environment is key to child development.