El juego como estrategia pedagógica para fomentar el aprendizaje significativo de la lecto-escritura en los estudiantes de 2º grado del Colegio Policarpa Salavarrieta.

Abstract

The aim of the following research was to propose the game as a pedagogical strategy to promote meaningful learning of reading and writing in second grade students of the Policarpa Salavarrieta Educational Institution, located in the municipality of Villa del Rosario, Department of Norte de Santander. The methodology was framed within the paradigm of qualitative-descriptive research, with the method of Pedagogical Action Research, which allowed through the development of the phases of deconstruction, reconstruction and evaluation to apply the proposal entitled: Playing I learn and improve the process of reading and writing in a meaningful way, based on the theory of cognitive development of Piaget and meaningful learning of Ausubel; also taking into account the Basic Learning Rights (DBA) which are consistent with the curricular guidelines and the Basic Standards of Competences, and also refer to the communicative needs of students. To this end, activities were designed and applied based on six games: musical chair, word roulette, the hidden secret, word puzzles, storytelling, and a preview to grow, taking into account three categories of analysis: pre-syllabic, syllabic and alphabetic level, which are similar in both reading and writing. Among the results, it was found that the use of pedagogical strategies based on the games applied were considered a tool that allowed the development of skills and abilities to interpret the meaning of a word or a written text, classify words into syllables, and form complete words and acquire the ability to write them.