Impulso de la lectura en las familias y su impacto en el desarrollo emocional en el CDI Construyendo Futuro en Calarcá, Quindío

Abstract

The systematization analyzes the implementation of playful and reading-based strategies aimed at families to promote reading at home and strengthen the emotional development of preschool-aged children, recognizing early childhood as a key stage for integral development. Based on theoretical references and local, national, and international studies, it is evident that shared reading not only enhances linguistic and cognitive skills but also strengthens emotional bonds, empathy, self-regulation, and emotional communication. The context reveals a persistent problem: the limited presence of reading habits in households, influenced by factors such as lack of time, excessive use of technology, and limited awareness of the importance of reading, a situation observed at the local level (Calarcá, Quindío) as well as at regional and national levels. Within this framework, the family is recognized as the primary formative and emotional mediator, and reading as an affective act that contributes to children’s overall well-being. Finally, this systematization seeks to contribute to early childhood education by identifying facilitating and limiting factors and proposing contextualized strategies that integrate families as central actors in promoting reading and socio-emotional development during early childhood.