Los pictogramas como estrategia pedagógica para promover la comprensión lectora en infantes de 4 a 5 años.

Abstract

The development of reading comprehension in children from 4 to 5 years has become a growing concern both in educational institutions and in parents. For this reason, the research is entitled "Pictograms as a pedagogical strategy to promote reading comprehension in infants from 4 to 5 years old" at the "Romeo Murillo Pazmiño" School of Basic Education. The general objective of this research was "to develop a didactic guide based on pictograms aimed at the development of reading comprehension in infants from 4 to 5 years". A mixed design was used as a methodology, with a descriptivepropositive approach and of a non-experimental nature. The study population consisted of 44 children and 2 teachers of Initial Education. On the other hand, the sample included 22 children from parallel "B" and 2 teachers. As part of the research techniques, a nonparticipatory observation was carried out, as well as a semi-structured interview. The applied instruments were an observation guide for teachers, a checklist for children and a questionnaire with closed and open questions addressed to educators. The data collected through the instruments indicated that the children presented deficiencies in motivation when the teacher used pictograms, they did not recognize labels or labels from their environment, and they had difficulties deciphering the informative messages contained in the pictograms. This was because these activities were not carried out regularly or appropriately in the classroom. As part of the proposal, a didactic guide called "PictoAprende" was developed, which allowed to significantly improve reading comprehension in children from 4 to 5 years old through the use of pictograms. Finally, this guide allows you to combine theory and practice, providing educators with a highly effective tool to foster children's reading and comprehension skills.