Perspectiva docente sobre los rincones de lectura en centros de educación inicial

Abstract

In several Early Childhood Education Centers (CEIs) in Ecuador, a lack of knowledge about the teachers' perception of the use of reading corners has been identified, despite the recognition of their importance for the integral development of children. This problem is aggravated by the scarcity of resources, spatial limitations and insufficient teacher training to apply effective mediating strategies. For this reason, the present research arises from the need to demonstrate the conceptions of 10 early childhood education teachers from three particular CEIs, through their experience in the use and management of reading corners. The objective was to examine the relevance of reading corners and the use they make of them; the research used a qualitative approach methodology, where a semi-structured interview was used as an instrument, which after an arduous analysis allowed to demonstrate significant findings on the impact of the use and management of the reading corner in the Comprehensive Child Development, on the other hand, the active role of the teacher as mediator and guide are essential in addition to the physical environment of the corner. Finally, part of the results allowed us to identify limitations such as lack of time and resources that delay the developmental processes if they do not have adequate guidance or orientation from the teaching staff.