Implementación de estrategias lúdicas narrativas para mejorar el nivel del lenguaje oral, dentro del proceso lector de los estudiantes de grado transición del jardín naval de Barranquilla

Abstract

The presented work, manages to propose the use of a booklet directed for teachers of the Transition degrees of the Naval Garden of Barranquilla, to help guide the reading process, by using teaching strategies that serve as a guide to facilitate initial education within the reading process and thus improve the level of oral language in boys and girls of the transition degree.

The proposed work was based on consideration that currently many teachers of school education, unaware of some form or another, as it should be the cognitive and learning structure of the preschooler, because this ignorance often affects to some extent the planning and development of those activities that seek to improve the language and oral expression of students. And it is the oral expression in this preschool age that is of vital importance to complete, enrich, and strengthen the language, thus allowing to introduce new phrases and terms and extending the previous meaning with others already known; taking into account that the purpose is to satisfy interests, stimulate thinking and as a need to communicate and get to know others better.

Within the Methodology used to achieve the main objective was to initially make a diagnosis of the level of reading that children had. Subsequently, those playful-pedagogical strategies that currently exist in the educational field in Colombia were identified and facilitate the reading process in order to design a participatory methodology among students, teachers and parents, and in this way build and propose through a primer the implementation of adequate and sufficient ludic-narrative strategies, to facilitate in the children of Transition, the reading process in the preschool stage.