Guía metodológica para la formación de la conciencia fonológica a través de instrumentos de percusión en niños de primero de básica

Abstract

Transitioning from Early Education to Primary School presents the challenge of consolidating fundamental skills, such as phonological awareness, essential for learning to read and write. This study addresses the deficiencies observed in first-grade children at Unidad Educativa Estero Salado Fe y Alegría through the design of an innovative methodological proposal based on percussion instruments. Phonological awareness allows children to identify and manipulate language sounds, serving as a key predictor of literacy success. However, its development in Ecuador face limitations, exacerbated by the COVID-19 pandemic, which impacted access to educational resources. The proposed pedagogical strategy seeks to integrate music and movement to offer a multisensory and playful learning experience, aligned with the objectives of the national curriculum and the framework of the 2030 Agenda. The study highlights four stages: problem presentation, theoretical foundation, methodological strategy design, and the creation of a practical guide for teachers. The activities involve using percussion instruments to reinforce word segmentation, rhymes, and rhythmic patterns, fostering not only phonological awareness but also motor skills, creativity, and attention. The proposal aims to empower teachers with innovative tools that enhance meaningful learning. Its implementation has the potential to improve reading skills and reduce functional illiteracy rates, contributing to children's holistic development and future academic success.