La motivación docente para fomentar el aprendizaje de la lectoescritura en los niños de 5 a 6 años

Abstract

Teacher motivation consists of strategies and actions that educators use to influence their students during the teaching-learning process because the teacher is a generator of emotions and dynamics. This study aimed to establish the influence of educational motivation to promote the learning of reading and writing in children from 5 to 6 years old. Descriptive research with a quantitative approach was used, where a literacy test was initially applied to identify the level of learning the children had in this area. In addition, motivating didactic and play activities were carried out to promote literacy learning. After the intervention, a post-test was applied to determine the level of improvement in literacy. The results showed that the average level of literacy learning in the pretest was 48.3%; after the pedagogical intervention, 89.7% was reached in the posttest. This shows a significant improvement in this process. Based on the results obtained, it was confirmed that teacher motivation improves literacy learning because children work to achieve the proposed objectives and take the initiative to learn literacy, reflected in their commitment and contribution to the learning environment. Keywords: Motivation, learning, literacy, teacher, children.