Desarrollo del lenguaje oral a través de la lectura pictográfica basada en actividades didácticas en infantes de 4-5 años del CEI "Luis Cordero”, Cuenca-Ecuador

Abstract

Oral language allows communicating interests, tastes, feelings, experiences and needs with others. For this reason, the present work of curricular integration intends to attend and strengthen in a significant and didactic way the development of oral language in infants from 4 to 5 years of age. Since, during the pre-professional practices of the eighth and ninth cycles, the need to attend to the dimensions of form, content and use was observed. That is, through the Navarre Oral Language Test-Revised (PLON-R), it was possible to identify the lack of strengthening in the components: phonology, morphology-syntax, lexical and semantic and pragmatic. Finally, when applying the test, the infants were diagnosed with difficulty in the articulation of some phonemes, a low production of phrases, sentences and vocabulary and a scarce spontaneous expression when narrating or describing a situation. In reference, the work was supported by the methodological framework of the research, which followed the socio-critical paradigm, the qualitative approach, the descriptive type of research, the field research design, the action research method and from a unit of analysis that focused on the sample, population and inclusion and exclusion criteria. As for the research diagnosis, the categories of study were oral language development and pictographic reading, through the techniques of participant observation, interview, survey and psychometric test. These allowed the design and implementation of the educational intervention proposal entitled pictograms: an ideal world for my reading, from a didactic booklet. In which the components of language were worked and attended from the literary resources, pictographic reading, oral and facial exercises and didactic material, with the purpose of contributing to the development of oral language from the exploration in didactic activities. That is to say, it was valued and appreciated from the observation guide a small advance in some of the infants when developing short sentences and narrating chronologically a scene in sequence, since it was evidenced the confidence and security that the infants had developed when working together with eight meetings with two days a week.