Conciencia fonológica y el proceso de prelectura en niños de 4 a 5 años

Abstract

This study emerged as a result of a problem identified during the execution of pre-professional practices carried out in the academic period 2022-D1. The purpose of this research is to establish the relationship between the development of phonological awareness and the initiation of reading in children in Sublevel 2 of Initial Education. The methodology used had a quantitative approach, with a correlational level and a non-experimental design. Data collection techniques were interviews and observation, and instruments such as questionnaires and non-participatory observation guides were used. Of the aforementioned instruments, the structured interview questionnaire was applied to three teachers in Sublevel 2 of Initial Education, while the non-participatory observation guide was used to evaluate the three teachers and ninety children belonging to that educational level. The results obtained allowed for the identification of the problem present in the institution, so a theoretical-practical workshop was proposed for the teachers of the educational center to strengthen their knowledge about phonological skills in 4-5-year-old children. In conclusion, it is emphasized the importance for Sublevel 2 of Initial Education children to acquire phonological skills to facilitate their reading learning in later levels. Therefore, it is recommended that the work carried out by the teacher in class be reinforced at home by parents, in order to achieve significant progress in the language development of infants. This collaborative approach can help ensure that children are prepared for success in their continuing education and future life.