El cuento como estrategia didáctica para fortalecer la conciencia fonológica en niños desde los 3 hasta los 5 años de edad

Abstract

The present work of curricular integration arose from the question: how to develop phonological awareness in children from 3 to 5 years old using the story as a didactic strategy, proposing the following general objective to solve it: to elaborate a didactic proposal that strengthens the development of phonological awareness in children of these ages, using the story as a didactic strategy. In order to fully comply with the proposed objectives, a bibliographical and theoretical review of the topics of interest: phonological awareness and the story as a didactic strategy was carried out in the first instance. Continuously, the methodology included semi-structured interviews with experts in children's literature and a focus group with early education teachers in the city of Cuenca. Based on the information collected and analyzed, a collection of six children's stories focused on strengthening phonological awareness was elaborated, using contextualized phonological activities in each story linked to the skills of the Early Education Curriculum, These were socialized with the children of the participating institutions, obtaining a positive result from the infants, because they responded adequately to the activity, showing enthusiasm and entertainment, demonstrating that the children's story is a didactic strategy that allows strengthening phonological skills in a playful and dynamic way