Estrategias didácticas lúdicas para el desarrollo del lenguaje oral en los estudiantes de preparatoria de la Unidad Educativa Francisco Febres Cordero

Abstract

The present work of curricular integration shows a problem that approaches difficulties such as understanding questions or instructions in activities, keeping the sequence in a dialogue; expressing clearly and fluently ideas, using words or short phrases, in which there is also parental influence, and the difficulty in pronouncing the phonemes / s /, / p /, / r /, / l / and / d /. Therefore, the objective of this study is to contribute to the development of pre-school students’ oral language by carrying out a guide of playful didactic strategies to improve communication processes within the teaching-learning process. In this regard, we draw upon theoretical references about oral language development, didactic strategies and, meaningful learning that define the problem and guide the design of the investigation, the application of the proposal, and the evaluation of its influence. The research was qualitative, descriptive based on the Action Research Method and its stages. The proposal consists of the design of 10 didactic strategies that allow contributing to oral language development through enjoyable, contextualized, and meaningful activities to evaluate the degree of appropriation and students’ learning progress. The results show the students’ confidence to express themselves orally, building cognitive and reflective skills that help to foster critical thinking through games and activities that give students an active role in their learning. In addition, this work demonstrates the importance of parental involvement in education.