Browsing by Author "Llivisaca Quezada, Erika Paola"

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    Percepciones respecto a las estrategias de enseñanza que utilizan los docentes para el desarrollo lingüístico a partir de la literatura infantil con niños de cuatro años de unidades educativas fiscales de Cuenca, en el período 2022
    (Universidad de Cuenca, 2022-08-05) Lazo Tuba, Priscila Alexandra; Llivisaca Quezada, Erika Paola; Ávila Larrea, Javier Alejandro
    Language development is an important factor in the life of the child from his/her early years, that is why it is considered one of the best, means to promote the speech of the preschooler is the children's literature, which through its literary genres; narrative, lyrical and dramatic, results a pedagogical tool to stimulate the expressive and comprehensive capacity of the preschoolers. Language development in children is innate, maternal and schooled, this impulse is given for the fluid communication of the infant, for his/herdevelopment as a member of a given society. The purpose of the research work was to describe teacher´s perceptions of early about employment of teaching strategies for linguistic development based on children's literature, with four-year-old children frompublic educational institutions of Cuenca, in the period 2022 in a population of 10 preschooler education teachers who serve four-year-old children, from fiscal educational institutions; Miguel Moreno Ordoñez, Manuel J Calle, Julio María Matovelle, Tres de Noviembre, Federico Proaño. The techniques used for data collection were passive observation and semistructured interview, which were analyzed using the Atlas Ti program, that collected information related to linguistic development through children's literature. Results were obtained on the strategies used in the motivation of children's literature as a means for linguistic development in four-year-old who describe teachers require more preparation, interest and knowledge to implement activities that help the child's linguistic process. Theseresults allow for a generalized conclusion that teachers must master more strategies to promote children's literature as the main activity in the classroom.