Propuesta pedagógica, prácticas pedagógicas docentes, mediadas por el juego, para el desarrollo de la comprensión lectora en la infancia

Abstract

This proposal presents a reorganization of reading comprehension classes for second and third grades at the Clemente Naranjo Educational Institution, placing play at the center of the learning process. Reading is conceived as more than the simple decoding of words; it involves understanding, analyzing, and, above all, enjoying the reading experience. However, it is acknowledged that many students face various difficulties: motivation often fluctuates, some educational methods prove to be static, and at times the school context does not encourage children’s natural curiosity. For this reason, the proposal suggests incorporating games as a teaching strategy in order to energize classes, stimulate participation, and strengthen reading comprehension. Through playful activities, the aim is to motivate students, clarify ideas, and create a more active and participatory learning environment. Play not only enriches the educational experience but also encourages students’ enthusiastic involvement in their own learning process. Likewise, it promotes collaboration and interaction among peers, strengthening a sense of community and mutual support—key aspects of their social and emotional development.