Sistematización de estrategias didácticas para potenciar las habilidades comunicativas en la primera infancia a través del arte, la literatura y el juego.

Abstract

This systematic review analyzes the implementation of teaching strategies aimed at strengthening communication skills in early childhood, based on the pillars of play, art, and literature, at the Mi Primera Ilusión Community Center during the 2021–2025 period. Using a qualitative and reflective approach, the study sought to reframe the pedagogical experience, understanding how institutional, social, and pedagogical factors influenced the communicative development of children aged 2 to 4. The process was structured in three phases: assessment, planning, and implementation, which allowed for the identification of needs, the design of context-specific strategies, and the analysis of emerging learning. The results demonstrate progress in oral expression, active listening, social interaction, and participation, facilitated by the intentional integration of pedagogical pillars and child-centered teacher mediation. Critical analysis allowed for the identification of internal factors, such as planning and the creative use of resources, and external factors, such as family participation and the sociocultural context. Furthermore, difficulties such as children’s silence were reframed, understanding it as a valid form of communication. It is concluded that systematization strengthens pedagogical practice by promoting critical reflection, continuous improvement, and holistic development in early childhood.