Una propuesta ludico-pedagogica para fomentar el hábito lector y desarrollar el pensamiento reflexivo a través de la literatura infantil en escolares de 4 a 5 años del Caimiup.

Abstract

This research aims at exploring knowledge, perception and practice of sequential processes that a teacher has to mediate between the apprentice reader and the text. The purpose is to make it friendly, close and meaningful so school readers can begin to develop their reading habits. In the same way, when moving from theory to practice and vice versa, observations were carried out to identify the elements which are not present in the process to classify or give them a pride of place based on results. Once the lacking features were detected, categorized and sorted on relevance, the current pedagogical proposal was conceived to foster reading habits and the acquisition of reflective thinking through the implementation of children's literature as a strategy.

The research experience takes place at the “Centro Materno Infantil (CAIMIUP)” with four teachers and seventeen nursery students who were between 4 and 5 years old. The choice of this level has been made considering that the scholars have the age to express or manifest a certain attitude towards reading. On the other hand, it is not too late act and rouse students’ reading motivation before they attend high-school.

With regards to the approach, this study was based on qualitative basis as stated by: (Rodríguez Gómez, 1996). Its objectives are expressed as descriptions and relationships between categories, which in this approach the diverse formats include: action research, field research, ethnographic participation, and case study. Furthermore, the author believes qualitative researchers study reality in its natural context; as it comes. Plus, they try to make sense or interpret the phenomena according to what it means to the people involved. Withal, qualitative research involves the use and collection of a variety of instruments that describe the daily routine and problematic situations along the meanings people gave it in their lives.

The instruments used in this research were observations, in which the researcher directly monitored and recorded the characteristics of the object of enquiry. Besides, structured observations were used within a questionnaire addressed to teachers as an attempt to consequently make a contrast with regular classroom observation and perceiving the knowledge observed in individuals regarding the cherishment of reading habits in an early age. Moreover, a field journal was kept to have in-detail descriptions of the experience.

This study is a contribution to the teachers who are willing to harbor good reading habits among children, as it conjointly suggests the implementation of playful teaching techniques to reinvent reading activities by incorporating all those involved in the educational process in order to make reading a quotidian and pleasant act present on students’ lifestyles.