Estrategias didácticas para la iniciación de la lectura y la escritura en el ámbito de la primera infancia entre los años 2015 y 2020 (Informe de revisión documental y propuesta didáctica)

Abstract

A good oral and written language in early childhood represents the cornerstone for the child’s development in his or her communicative environment; however, in teaching, some traditional methods still exist which affect these dynamics. Therefore, the aim of this study was to analyze the guidelines related to the strategies worked during 2015 and 2020. It was a qualitative research with descriptive and interpretative reach and documental type which went through a bibliographical review. Organized data was collected in a documental matrix and based on this, a content analysis was set up. 4 main strategies were found with essential elements which allow the construction and strengthening of the writing and writing skills in students: 1) didactic strategy from communicative dimension, 2) didactic strategy from ludic, 3) didactic strategy from children literature, 4) didactic strategy based on workshops. Besides, a didactic proposal was created which articulates the strategies found as a plus in the investigation. Finally, it is important to mention that these strategies will improve systemic networks in reading and writing learning, being worth it that schools and teachers with traditional strategies take them into consideration. The didactic proposal may be a good starting point for an active and creative reading and writing way to learn.