Estrategias didácticas para mejorar la atención en niños de nivel preescolar

Abstract

The main objective of this study was to determine the didactic strategies that improve the attention of preschool children, being this level important to promote attention that will impact on the child's learning in the future. The research is descriptive, explanatory, and correlational between didactic strategies and preschool children's attention. A systematic review of the theoretical part was carried out. In addition, using an intentional sample, educational institutions of the following cantons were considered: Cañar Centro, Tambo, Suscal, and Zhud. There was a population of 40 preschool teachers to whom a 10-question questionnaire was applied and previously validated by experts in the field. The results indicated that the didactic strategies most used by teachers were songs, with 40% prevalence, followed by music and pictograms, with 20%. Also, didactic strategies that involve audiovisuals have a frequency of use of 47.5%, highlighting that 65% always use them to capture and improve children's attention. In conclusion, preschool children’s attention is improved when songs, music, and pictograms are applied as didactic strategies in a suitable physical environment. Keywords: didactic strategies, preschool level, learning, attention.