La metodología juego trabajo como fundamento teórico práctico de la expresión oral en educación inicial, subnivel 2, Machala 2025.

Abstract

This research is part of our professional training process and arises from a problem observed during pre-professional internships in Early Childhood Education, sublevel 2, at an institution in the Machala canton. It was evident that most children present difficulties in oral expression: limited vocabulary, low fluency, low participation, and pronunciation problems. This situation reveals the need to strengthen methodological strategies that stimulate oral expression from an early age. Therefore, we propose the research entitled "The playful-work methodology as a theoretical-practical foundation for oral expression in Early Childhood Education, sublevel 2, Machala 2025." The objective is to analyze how this methodology can promote oral expression through playful, participatory, and meaningful environments. The methodology used was quantitative, with a non-experimental design and a descriptive scope. Data collection was conducted using an observation sheet for children, an observation guide, and a closed questionnaire for secondary school teachers at an educational institution in the Machala canton. The purpose of this study was to analyze the impact of the playful methodology on strengthening oral expression. The results showed poor oral performance among the children, which is related to the teachers' limited use of playful strategies. Given this situation, a guide of teaching activities was designed based on a playful methodology, including role-playing, dramatizations, and participatory dynamics. This proposal proved viable and seeks to provide teachers with practical tools to stimulate oral communication in meaningful contexts, promoting active, affective, and participatory learning. Keywords: Playful methodology, Oral expression, Early childhood education, Teaching activities, Playful strategies.