El juego-trabajo: una metodología que potencia el proceso de enseñanza-aprendizaje en el ámbito de comprensión y expresión del lenguaje en niños de 3 a 4 años

Abstract

The game is the main strategy to carry out the teaching-learning process at the Initial level, since it is an innate activity characteristic of the infants that allows their complete involvement to achieve significant learning, however and despite the fact that the Curriculum of Initial Education (2014) suggests its implementation, in the course of preprofessional practices we could show that this doesn’t apply in the classrooms of Initial 1, even in the teaching of language, where the children present different difficulties. For this reason, we proceeded to investigate more in depth from a qualitative approach on this subject, taking as sample the parallel 1B of the Center of Initial Education "Hernán Malo" of the city of Cuenca, which consists of 20 boys and girls between 3 to 4 years, to which a diagnosis was applied starting from the participatory action research method to obtain more accurate data on the level of development of the understanding and expression of the language they possess, being able to verify that precisely from the teaching perspective, The game is taken as a distraction characteristic of recesses and the use of standardized worksheets is preferred in order to control the students' results. As a result of this, the present innovation project revolves around the objective of developing a didactic proposal based on the game-work methodology to enhance the teaching-learning process of the field of understanding and expression of language in children from 3 to 4 years, demonstrating in this way that classes can be organized from a methodological process that responds to the interests of the children and also motivates their participation for a constructive generation of knowledge.