Ashajia herramienta lúdico didáctica para el fortalecimiento del aprendizaje del trazo de la grafía vocal para niños y niñas Wayuu.

Abstract

Learning in children of initial education is very important and is divided or composed of different stages in which children acquire fundamental skills and aptitudes for later learning, as explained by Piaget who under his four stages of cognitive development (1942) , makes a study on the nature of knowledge and in the second stage called preoperational at the age of 4 to 6 years the child makes use of symbols to represent and understand his environment and is able to use illustrations to convey his perception of the environment that surrounds them. Within this process of learning and cognitive development there are also relevant aspects such as the child's graphomotor development and precisely as stated by the Andalusian Federation of Education: "It aims to analyze processes that intervene in the making of the graphs, as well as the way in which these can be automated and whose result responds to the factors of fluidity, tonic harmony, speed and legibility” (2011). In this order of ideas, the present project seeks to strengthen the learning of the trace of the vocal graphs in children from 4 to 6 years of age of the Wayuu community, this is sought taking into account the theory and relying on the culture which lends itself to promote this process through aspects such as symbology and ways of representing the context in which the Wayuu culture is accentuated; Through the theory of cultural hybridization, a concept coined by Néstor Canclini in 1997, a familiar and formative representation of the vowel spellings is achieved with which children can practice by performing a series of exercises in which the directed stroke is promoted and Repetition exercises are encouraged, thus enhancing the tracing of vowel spellings in the children of the Wayuu community.