Propuesta Lúdica para la Mejora de la Producción Fonética en Niños de Educación Preescolar

Abstract

This research addressed the pronunciation difficulties of phonemes in preschool children at La Merced Educational Institution in Mosquera, Cundinamarca. The main objective was to design and implement a playful and phonetic pedagogical strategy, using role-playing games and participatory dynamics to improve phonetic production and promote phonological awareness. The methodology was framed within a qualitative approach under the Participatory Action Research (PAR) model, with the participation of teachers, parents, and students. The target population consisted of 5 and 6-year-old children who presented difficulties in pronouncing specific phonemes such as "r", "s", and "l". Playful activities were implemented to strengthen the articulation of these phonemes, and progress was evaluated through direct observation and field record analysis. The main results showed significant improvements in the pronunciation of the identified phonemes, with increased participation from the children in communicative activities and a reduction in their social isolation. Additionally, the involvement of families in the educational process was crucial for the success of the intervention. In conclusion, the strategy proved to be effective in improving the phonetic skills of the children, as well as fostering an inclusive and collaborative educational environment, emphasizing the importance of family participation and the educational community in the teaching-learning process.