Cuando el cuerpo habla: propuesta didáctica para fortalecer la expresión corporal en niños de grado transición.

Abstract

This research project aimed to design and develop a didactic proposal at San José de Riecito Educational Institution, located in the municipality of Acevedo, Huila, focused on strengthening body expression in transition-grade children. The proposal was based on the implementation of pedagogical strategies centered on the body, play, movement, and emotional expression, with the purpose of promoting nonverbal communication, motor exploration, creativity, comprehensive well-being, and students’ psychomotor development. For the design of the strategy, the perceptions and experiences of five transition-grade teachers from five rural sites of San José de Riecito Educational Institution were collected. Their contributions made it possible to identify the pedagogical practices developed around the body dimension, as well as the ways in which they integrate the body, movement, and emotional expression into child development. The study was developed from a qualitative approach, using semi-structured interviews, participant observation, and field diaries, which allowed the information to be organized and interpreted based on categories related to body expression, psychomotricity, and didactics. The proposal “When the Body Speaks: A Didactic Proposal to Strengthen Body Expression in Transition-Grade Children” was implemented through playful, participatory, and contextualized activities aimed at recognizing the body as a means of communication, learning, and identity construction. The findings showed that body expression favors children’s participation, confidence, social interaction, movement exploration, and emotional expression, especially in rural contexts where material resources may be limited. In this sense, the research made it possible to recognize the body as a fundamental pedagogical resource in early childhood education, capable of enriching teaching practices and promoting more comprehensive, sensitive, and contextualized learning experiences. The proposal is presented as a relevant, flexible, and transformative alternative to strengthen body expression in transition grade and to contribute to the pedagogical reflection on the place of the body in rural schools.