La dramatización: recurso didáctico para la estimulación del lenguaje oral en el grado preescolar
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Universidad de Sancti Spíritus "José Martí Pérez"
Abstract
El lenguaje es la principal herramienta que posee el ser humano para interactuar y formar vínculos con otros, lo que permite inferir que el educando presentará variadas dificultades, si su desarrollo se ve retrasado. En los preescolares suelen presentarse insuficiencias que requieren de su adecuada atención, en este caso, aquellas relacionadas con el retraso simple del lenguaje. La práctica pedagógica, específicamente, en la escuela “Serafín Sánchez Valdivia”, ha demostrado que existen carencias al respecto, lo que puede traer consecuencias negativas en la interacción, rendimiento escolar, aislamiento, etc. A partir de la definición de estas se desarrolló el presente trabajo, el cual propone actividades dramatizadas que contribuyan a estimular el lenguaje oral, teniendo en cuenta los momentos del desarrollo del preescolar. Para su tratamiento se emplearon métodos de la investigación educativa de los niveles teórico, empírico y estadístico. Los resultados de la comparación inicial y final durante el pre experimento pedagógico demostraron la aplicabilidad y la efectividad de la propuesta.
Language is the main tool that human beings have to interact and form links with others, which allows us to infer that the student will present various difficulties if his development is delayed. In preschoolers, there are usually deficiencies that require adequate attention, in this case, those related to simple language delay. Pedagogical practice, specifically, at the “Serafín Sánchez Valdivia” school, has shown that there are deficiencies in this regard, which can have negative consequences in interaction, school performance, isolation, etc. From the definition of these, the present work was developed, which proposes didactic games that contribute to stimulating oral language, taking into account the moments of preschool development. For its treatment, educational research methods at the theoretical, empirical and statistical levels were used. The results of the initial and final comparison during the pedagogical pre-experiment demonstrated the applicability and effectiveness of the proposal
Language is the main tool that human beings have to interact and form links with others, which allows us to infer that the student will present various difficulties if his development is delayed. In preschoolers, there are usually deficiencies that require adequate attention, in this case, those related to simple language delay. Pedagogical practice, specifically, at the “Serafín Sánchez Valdivia” school, has shown that there are deficiencies in this regard, which can have negative consequences in interaction, school performance, isolation, etc. From the definition of these, the present work was developed, which proposes didactic games that contribute to stimulating oral language, taking into account the moments of preschool development. For its treatment, educational research methods at the theoretical, empirical and statistical levels were used. The results of the initial and final comparison during the pedagogical pre-experiment demonstrated the applicability and effectiveness of the proposal