El arte y los espacios lúdicos para el desarrollo de competencias lecto-escritoras en la infancia.

Abstract

The following grade work is born from participant observation and the progressive analysis that was carried out throughout the interaction process, with the idea of fostering learning bases in the areas of mathematics and Spanish. The objective is: To strengthen literacy skills through the fine arts and recreational-pedagogical spaces in transitional children, first and second at the Chíchira Rural Educational Center, Escuela Nueva Demostrativa ISER, Pamplona. A qualitative approach was used, through the following phases: Start, Development and Close. The context is represented by 8 students, 2 transitional, 4 first and 2 second grade and, in turn, the facilitator teacher of the Rural Chíchira educational center, Escuela Nueva Demostrativa ISER, Pamplona. The data collection techniques are: Observation, content analysis and discussion groups. The instruments for data collection are: field diaries, context reading, pedagogical sheets, standardized tests and evaluations. The most relevant reflections are: a) It is of great importance to implement various playful-pedagogical strategies in each of the interactions, and b) Regarding the Rural context, it is essential to use an active and cooperative pedagogy. One of the recommendations is to emphasize training and the appropriation of theory that the teacher in training must have in order to correctly use the various strategies within the educational context.