Narración de cuentos y canciones infantiles como estrategias para el desarrollo de habilidades comunicativas en niños de Preparatoria

Abstract

The general objective of this research is to promote -through a teacher of the preparatory sublevel of a fiscal educational unit of Guayaquil- the development of communicative skills in her students from five to six years old. It is also expected to strengthen the teacher's practices by means of a guide with recommendations that will allow her to integrate storytelling and nursery rhymes in her daily activities. The research had a mixed methodological approach, in which quantitative (ECERS-R scale) and qualitative (interviews and observations) instruments were used. For the interviews, a questionnaire was used for the director and a different one for the educator; subsequently, the Early Childhood Environment Rating Scale was applied, which made it possible to gather information about the different spaces in the classroom. Thus, from the ECERS-R scale, the "language-reasoning" area was considered, with its items: books and images (#15), stimulating communication in children (#16), using language to develop reasoning skills (#17) and informal use of language (#18); which showed the presence of limited resources to execute storytelling. Likewise, the field "interaction" was taken into account, with its items: supervision of gross motor activities (#29), general supervision of children (#30), discipline (#31) and interaction between staff and children (#32); where a reliable percentage was obtained, in view of the fact that the educator constantly practiced instances of singing with the children. A field diary was used to record the observations of the seven visits. The results led to the design of the aforementioned guide. Keywords: DEVELOPMENT, COMMUNICATION SKILLS, LANGUAGE, STORYTELLING, SINGING.