Dramatización en las aulas de educación inicial y el desarrollo de la creatividad en infantes de 4 años.

Abstract

The development of creativity is one of the non-explicit objectives of early childhood education, at this level it is about promoting cognitive tools, but above all affective and emotional intelligence that make it easier for infants to successfully face the challenges that lie ahead. To go presenting that socialization process that represents the school in its early years. Based on this principle, this work has been proposed as a research objective to develop a guide to dramatization strategies for the development of creativity in children of sublevel II of initial education at the Dra. Amada Segarra Orellana School of Basic Education. It is specifically assumed that the teachers of this institution will contribute more decisively with their task, if they have innovative tools that help them transmit the educational messages that children need in a transcendental formative stage for their school future. From the methodological perspective, the study adopts a proactive or applied research model, with a field design and a descriptive level. The population/sample in the research was represented by the teachers who attend sublevel II of initial education, as well as the number of children they have in their classrooms. An interview was administered to them, specifically to the teachers, and an observation guide for the children, with questions or indicators, oriented by the theoretical foundation of the work, more specifically Vygotsky's sociocultural theory. Once the instruments were applied, the information was organized and analyzed to determine the importance of dramatization as a didactic resource, concluding with the proposal of the Didactic Guide, whose activities represent the main contribution, according to the research findings.