El juego como estrategia para la gestión de la competencia lectoescritural de los estudiantes del tercer grado de una Institución Educativa de Agustín Codazzi.

Abstract

The appropriation of literacy competence becomes the cornerstone of the comprehensive training of students, hence the general objective of the present research was to assess playful strategies, through games, that favor the performance of the competence literacy of third grade students of the San Ramón Educational Institution in the municipality of Agustín Codazzi. The research was framed in the interpretive paradigm under the qualitative approach based on the Participation Action Research (PAR) method. The study population was made up of 45 students of the third grade of Primary Basic of both sexes, aged between eight and 10 years and 6 teachers of the same grade. The sample was 20 students, selected intentionally and by three third grade teachers. The technique used was the observation and the interview that was applied to the teachers and the survey to the students, the field diary was used. The results obtained after the application of the action plan showed that the management of literacy skills through play activities are a didactic means that help the student to take ownership of reading and writing. Through play, a greater willingness to work in the classroom is developed, their natural comprehension skills are strengthened, their creativity is developed, which influences the expansion of their vocabulary and greater satisfaction in learning to read and write. Keywords: Game, Pedagogical strategy, Playful strategies, Literacy skills, Literacy learning