| dc.contributor.advisor | Sanchez Garcia, Martha Johana | |
| dc.coverage.spatial | cead_-_corozal | |
| dc.creator | Padilla Garay, Katherine Yaneth | |
| dc.date.accessioned | 2026-02-02T22:59:15Z | |
| dc.date.available | 2026-02-02T22:59:15Z | |
| dc.date.created | 2025-10-16 | |
| dc.identifier.uri | https://repository.unad.edu.co/handle/10596/78369 | |
| dc.description.abstract | Este documento es el resultado de un ejercicio de investigación formativa, desarrollado como opción de grado, que permitió reflexionar sobre la práctica pedagógica y la investigación educativa. El estudio se llevó a cabo en la Institución Educativa Palmira, trabajando con el grado primero de básica primaria. El objetivo general fue Fortalecer las competencias lectoescritoras en los estudiantes del primer grado de Educación Básica Primaria de la Institución Educativa Palmira a través de estrategias didácticas basadas en cuentos infantiles durante el segundo semestre de 2025, utilizando un enfoque cualitativo en el que puso en juego los cuentos infantiles como estrategia didáctica, reconociendo sus efectos en las competencias lectoescritoras de los estudiantes de primer grado de Educación Básica Primaria.”. A partir de este ejercicio investigativo, se concluyó que los estudiantes fortalecieron la comprensión literal de textos, en cuanto a la identificación de información explícita en el texto (ideas principales, personajes, hechos, secuencia) y la producción textual en la escritura de palabras y oraciones. | |
| dc.format | pdf | |
| dc.title | Los cuentos infantiles como estrategia didáctica para fortalecer competencias lecto-escritoras en estudiantes del primer grado de educación básica primaria de la institución educativa Palmira, del municipio de Toluviejo, departamento de Sucre | |
| dc.type | Diplomado de profundización para grado | |
| dc.subject.keywords | Comprensión | |
| dc.subject.keywords | Cuentos | |
| dc.subject.keywords | Didáctica | |
| dc.subject.keywords | Lectoescritura | |
| dc.subject.keywords | Motivación | |
| dc.description.abstractenglish | This document presents the results of a formative research process developed as a degree requirement, aimed at reflecting on pedagogical practice and educational research. The study was conducted at the Palmira Educational Institution, located in the municipality of Toluviejo, department of Sucre, with first-grade students of Basic Primary Education. The main objective of the research was to strengthen reading and writing competencies through the implementation of didactic strategies based on children’s stories during the second semester of 2025.The research adopted a qualitative approach under the action-research methodology, which allowed the integration of pedagogical intervention with systematic reflection on teaching practice. Data collection techniques included participant observation, field journals, and analysis of students’ written productions, providing contextualized and descriptive information. The data analysis process was carried out through categorization aligned with the specific objectives and theoretical references of the study. The findings indicate that the systematic use of children’s stories significantly strengthened students’ literal reading comprehension, particularly in identifying explicit information such as characters, main ideas, and narrative sequences. Likewise, notable progress was observed in initial written production, reflected in the writing of words and simple sentences with meaning. In addition, the strategy positively transformed students’ attitudes toward reading and writing, increasing their motivation, participation, and confidence as emerging readers and writers.
The study concludes that children’s stories constitute an effective pedagogical strategy for fostering reading and writing competencies in early grades, especially in rural and vulnerable contexts, as they integrate cognitive, emotional, and sociocultural dimensions of learning. These results support the incorporation of children’s literature as a central didactic mediator in literacy processes. | |
