Estimulacion de las habilidades comunicativas mediante la literatura con los niños y las niñas del CDI infancia soñada de San Marcos, Sucre

Abstract

This study systematizes the stimulation of communication skills through literature with children at the Infancia Soñada Early Childhood Development Center (CDI) in San Marcos, Sucre. It analyzes the impact of strategies that incorporate personalized stories or narratives with characters that reflect the interests of children aged 1 to 3, relating them to imaginary situations with objects, animals, or routines. It also examines how these activities can stimulate verbal expression in early childhood. It's worth noting that, within a diversity-focused approach, children's literature is seen as a means to incorporate and make visible the multiple cultural, social, and linguistic realities of children. The texts and narratives allow children to see themselves reflected in the stories, recognizing the existence of other ways of life and communication. In this sense, narratives or stories that include different types of language, such as those told by family members, can be used to promote inclusion and empathy, taking into account the different learning levels and paces of early childhood. From a family perspective, this project encourages family participation in reading and storytelling, strengthening emotional bonds and supporting child development. The family is also recognized as the primary educational and social environment, which is key to language stimulation. Therefore, the planned activities include shared reading, workshops for parents on storytelling techniques, and singing songs to encourage oral language development.