Promoción de interacciones familiares por medio de la estrategia cuenta-cuentos y su incidencia en el desarrollo del lenguaje de niños de 3 a 4 años de la Escuela de Educación Básica “Zulima Vaca Rivera” del cantón Pasaje

Abstract

This paper presents the systematization of a psychoeducational intervention that encourages family interactions through the reading of stories to promote the development of the language of children in preschool. This psychoeducational intervention is focused on children from 3 to 4 years of the School of Basic Education "Zulima Vaca Rivera" of the Pasaje city, whose direct beneficiaries were 16 children, led by their parents or legal representatives. The research arises from a situational analysis of the students, observing that there was limited interaction between children and parents to stimulate language development, which resulted in a slight delay in this aspect. To verify the conjectures, research was compiled by several authors related to the subject and some instruments were used in a diagnostic study. Based on this inquiry, a pedagogical strategy was designed and implemented to strengthen family interactions through reading stories to children, to develop language. The experience was systematized through an evaluation of the process, the effects and the impact of the strategy implemented. The results show a significant contribution of the proposal and a high assessment by the participating caregivers.