Estrategias pedagógicas para el desarrollo de la Grafomotricidad en la Pre-escritura de los educandos de Transición.

Abstract

The present study was conducted with the purpose of proposing pedagogical strategies for the development of graphomotricity in the prewriting of transition learners. of the school Gimnasio Campestre Comfaoriente de Villa del Rosario de Norte de Santander Republic of Colombia. The research rested on the works of Uribe and Carrillo (2014), Estrada (1997), Gardner (1993), Ferreiro & Teberosky (1979), Coll (2008), Pérez (2017), among others. The present study is based under the approach of qualitative research, methodologically it was developed as an investigation of pedagogical action research method. The research scenario refers to the Family Compensation Fund of Eastern Colombia Comfaoriente, Cúcuta, Norte de Santander, Republic of Colombia, located in an urban, mixed gender area, provides education from the transition levels. The key informants composed of the teacher and 5 students of the transition degree. The information collected will be based on a triangulation of the information collected from the teacher, the students with the theories used. It is concluded that the directors and teachers categorized themselves as nothing and little developed, affirm that it does not go beyond what is proposed in the work schedules, scarcely maintain commitment to the organizational development of the institution and reflects on the consequences of the acts it performs.