La lúdica como estrategia pedagógica para el fortalecimiento de habilidades comunicativas en estudiantes de tercer grado de básica primaria.

Abstract

The present research work entitled "playfulness as a pedagogical strategy for strengthening communication skills in third grade elementary school students" arose from the existing problem due to the presence of deficiencies in speaking, listening, reading and writing that hinder the proper development of the learning process and communication, it was approached from the qualitative approach taking as a reference the educational action research method, from this a methodological proposal was designed and implemented in which activities based on playfulness were used, This was applied to 34 students from grade 302 of the Carlos Pérez Escalante Educational Institution, Santa Isabel de Hungría branch, and was applied to 34 students from grade 302 of the Carlos Pérez Escalante Educational Institution, Santa Isabel de Hungría branch, for the collection of information, the semi-structured interview was chosen and six students were selected as key informants due to their low performance in the diagnostic test, this test also showed that the students presented several difficulties in understanding the information of different texts, interpreting indications, writing, making predictive hypotheses of different situations and expressing their opinions and ideas; through the comparative and reflective analysis, the students' progress was recognized, where they identify the importance of the correct development of each one of the skills to favor their formative process; they also show progress in speaking, understanding information, writing different types of texts and interpreting indications; on the other hand, they manage to establish a communicative process with their peers where they interact and communicate under respect and carry out activities through individual work, in pairs and in teams; finally, a triangulation of information obtained from theoretical contributions was carried out, which allowed for a final reflection through the categories proposed.