Actividades variadas para desarrollar la habilidad de dramatización en los niños de la infancia Preescolar
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Universidad de Sancti Spíritus "José Martí Pérez"
Abstract
Introducción: La dramatización en la primera infancia es una actividad esencial para
que los niños representar situaciones cotidianas y asumir diferentes roles, lo que
favorece su desarrollo emocional. A través de ella, los niños pueden explorar, expresar
sus curiosidades, ansiedades e interactuar con sus compañeros, lo que promueve
habilidades sociales como la negociación, el compartir y la colaboración. Estas
interacciones son fundamentales para el crecimiento emocional y social en los primeros
años de vida, posicionando la dramatización como una herramienta valiosa para el
desarrollo integral de los niños.
Objetivo: aplicar actividades variadas que contribuyan al desarrollo de la habilidad de
dramatización en las niñas y los niños del cuarto año de vida del círculo infantil ―Los
Camilitos‖.
Materiales y métodos: Se emplearon diversos métodos de la investigación científica,
del nivel teórico: análisis-síntesis, inducción-deducción y la modelación; del nivel
empírico la observación científica y del nivel estadístico matemático el cálculo
porcentual y la estadística descriptiva.
Resultados y discusión: Los resultados indican que las actividades fueron diseñadas
de acuerdo a las características de los niños, utilizando medios de enseñanza
novedosos y materiales desechables, lo que permitió que el juego se convirtiera en un
elemento central. Estas actividades, que incluyen literatura infantil, lectura y narración
de cuentos, recitación de poesías y escenificaciones con títeres, favorecieron el
desarrollo estético y ético de los niños.
Conclusiones: Las actividades variadas aplicadas, contribuyeron significativamente al
desarrollo de la habilidad de dramatización en los niños, quienes participaron de
manera independiente y utilizaron medios de enseñanza atractivos y novedosos
Introduction: Role-playing in early childhood is an essential activity for children to represent everyday situations and assume different roles, which promotes their emotional development. Through it, children can explore, express their curiosities and anxieties, and interact with their peers, which promotes social skills such as negotiation, sharing, and collaboration. These interactions are fundamental for emotional and social growth in the early years of life, positioning role-playing as a valuable tool for children's holistic development. Objective: To implement a variety of activities that contribute to the development of dramatization skills in fourth-year children at the "Los Camilitos" daycare center. Materials and Methods: Various scientific research methods were used: theoretical: analysis-synthesis, induction-deduction, and modeling; empirical: scientific observation; and statistical: percentage calculation and descriptive statistics. Results and Discussion: The results indicate that the activities were designed according to the children's characteristics, using innovative teaching aids and disposable materials, allowing play to become a central element. These activities, which included children's literature, reading and storytelling, poetry reciting, and puppet shows, fostered the children's aesthetic and ethical development. Conclusions: The varied activities implemented contributed significantly to the development of dramatization skills in the children, who participated independently and used engaging and innovative teaching aids.
Introduction: Role-playing in early childhood is an essential activity for children to represent everyday situations and assume different roles, which promotes their emotional development. Through it, children can explore, express their curiosities and anxieties, and interact with their peers, which promotes social skills such as negotiation, sharing, and collaboration. These interactions are fundamental for emotional and social growth in the early years of life, positioning role-playing as a valuable tool for children's holistic development. Objective: To implement a variety of activities that contribute to the development of dramatization skills in fourth-year children at the "Los Camilitos" daycare center. Materials and Methods: Various scientific research methods were used: theoretical: analysis-synthesis, induction-deduction, and modeling; empirical: scientific observation; and statistical: percentage calculation and descriptive statistics. Results and Discussion: The results indicate that the activities were designed according to the children's characteristics, using innovative teaching aids and disposable materials, allowing play to become a central element. These activities, which included children's literature, reading and storytelling, poetry reciting, and puppet shows, fostered the children's aesthetic and ethical development. Conclusions: The varied activities implemented contributed significantly to the development of dramatization skills in the children, who participated independently and used engaging and innovative teaching aids.