Guía de intervenciones lúdicas para mejorar la lectoescritura en estudiantes de 3ero básica en una unidad educativa al sur de Guayaquil

Abstract

The reading and writing skills that students have during their first years of school will be of vital importance for their academic development and social development, since if they are deficient, they will negatively affect their academic performance, their mood and self-concept. The purpose of this work is to propose a guide of playful interventions that are intended to improve the reading and writing skills of third grade students in an educational unit located in the south of Guayaquil, an area that is characterized by unfavorable socioeconomic conditions that affect access to educational resources. Using a qualitative approach, the methodology used includes participant observation of students during their daily development, analysis of documents, that is, their notebooks, classwork, and a survey directed to teachers of all third grade subjects in order to diagnose the main difficulties of students in the reading and/or writing dimension. Based on Bruner's theories of discovery learning, Piaget's cognitive development and Vygotsky's sociocultural theory, dynamic and playful activities are incorporated that promote group learning and student motivation. Playful interventions represent a highly adaptable strategy that makes it easy to replicate in other educational institutions/environments. It is recommended that policy makers and educational institutions give due importance to this approach in curricular planning, allowing the improvement of students' reading and writing skills.