Estrategias metodológicas y reconocimiento de la lateralidad en la iniciación a la lectoescritura en el subnivel preparatoria

Abstract

The present project entitled methodological strategies and recognition of laterality in the initiation to reading and writing in the preparatory sublevel, aimed to determine the relationship that exists between the methodological strategies used by teachers and the recognition of laterality for the development of the initiation to reading and writing. The same one that allowed to provide teachers with strategies to improve the difficulty that children have in recognizing the right-left notions; In this sense, the hypothesis is supported through the relationship of the two variables, verifying that the children had difficulties when making the written strokes following a directionality. Therefore, this research is quantitative in nature, with a non-experimental design of the correlational descriptive level, cross-sectional because the characteristics of the two variables under study are narrated. In the same way, the population and sample consisted of 70 children aged 5 to 6 years and teachers from an Educational Institution in the city of Machala. Based on the instruments applied: an interview with the teachers and an observation guide for the children, the result was that 100% of the teachers agree that laterality should be stimulated, not only within the educational institution but also in all, so that the children do not present deficiencies at the moment of starting to write, consequently, 28.57% do not differentiate the right hand from the left. After obtaining the results with the intention of solving the problem, a didactic guide was designed as a proposal which seeks to improve the development of laterality in children through playful activities that motivate the child to learn. Finally, the difficulty presented by children in recognizing the notions right - left was considered very important, which is why this research work focuses on proposing activities that help improve this problem, so that children develop a correct initiation to reading and writing.