“La narración oral como estrategia didáctica para el desarrollo de habilidades comunicativas en niños de inicial II”

Abstract

The relevance of oral narration to stimulate expressiveness at an early age is considered due to the lack of effective strategies for developing communicative skills in preschool level II children in Ecuador. This study aims to understand how oral narration can enhance communicative skills as a didactic strategy at this educational level. The methodology was qualitative, through a literature review and analysis of 52 documents, of which 32 met the inclusion criteria. The results confirmed a minimal understanding and application of specialized oral strategies among preschool level II teachers and the lack of curricular prioritization of this dimension of language, which probably contributes to the communicative delays that a percentage of children still experience at the end of this level. Therefore, a validated guide was designed to implement oral narration in the learning environment with 12 systematic participatory activities to exercise vocabulary, narrative structures, mentalization, and communicative motivation. In conclusion, it is essential to expand Ecuadorian teachers' knowledge and the contextualized application of effective strategies -such as the ones compiled- to guarantee an enriched linguistic and relational background at an early stage, with which children can optimally face growing communicative challenges. This systematization of good practices constitutes an initial contribution in this direction.