Reconocimiento de la lateralidad en la iniciación a la lectoescritura en niños y niñas del subnivel preparatoria.

Abstract

In the present research work on the topic "Recognition of laterality in the initiation of reading and writing in children of the preparatory sublevel", it was determined that laterality refers to the motor preference that people have towards one side of their body, developing actions more frequently on one side as opposed to the other. That is why children should strengthen this skill from an early age so that in the future they do not present any problems in their learning. The research was carried out in an educational institution in the city of Machala in the preparatory sub-level, executed with children, teachers, and parents with whom information was obtained, which allowed to support this degree work; with the objective of analyzing the factors that intervene in the recognition of laterality in the initiation of reading and writing in children of the preparatory sub-level. A study was carried out from a quantitative approach with a correlational design, for which a checklist was made for a sample of 78 children and a survey of 78 parents. The results showed that laterality is a skill that should be taught and helped to be defined at an early age, as well as that teachers should take into account the different types of laterality in children and include it in their planning play activities that help children to recognize and differentiate it. Between 20% and 27% of the children have difficulty in executing tasks related to reading and writing, as they have not yet defined their laterality. It is concluded by mentioning that the children present deficiencies at the moment of differentiating or identifying some type of laterality in the proposed activities, likewise the teachers to a medium extent strengthen laterality in the infants, due to the fact that they focus on developing other skills with performance criteria during the teaching and learning process.