Canciones infantiles como recurso pedagógico en el desarrollo del lenguaje en niños de 3 años

Abstract

This research refers to the visits made to the classroom of an early education teacher of an educational unit, in order to learn about the use of nursery rhymes as a pedagogical resource in the development of the language of the 15 3-year-old children in her charge. For the field research, the qualitative methodological design was used, which allowed collecting the necessary data through the following instruments: the interview, Early Childhood Environment Rating Scale, observation visits and a field notebook, where the observations of the activities carried out by the children and the teacher were noted, now, in the 5 observation visits the absence of the use of nursery rhymes during the interactions with their children was verified and in the application of the ECERS scale in the Sub-scale corresponding to language/ reasoning and activities, it yielded as a result a score below normal. Consequently, the most relevant result of this research in the interview technique was the acceptance by the teacher, of the lack of use of children's songs within her pedagogical practice in this way, situations already existing in the sample and field of study were known without intervening during the course of the observation process in all spaces. Also, the objectives were achieved by obtaining information on the use of children's songs through the research instruments and data processing, recognizing the importance of the use of children's songs. In conclusion, the analysis of the data revealed the need to increase the use of nursery rhymes in pedagogical practices as an important resource for active teaching and language development. Key words: CHILDREN'S SONGS, PEDAGOGICAL RESOURCE, LANGUAGE DEVELOPMENT.