El proyecto de aula dentro del currículo educativo infantil para potenciar habilidades comunicativas, lingüísticas y de lenguaje en niños y niñas de 3 años, en el Colegio Años Mágicos, ubicado en la ciudad de Neiva.
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Date
2025-06-12
Authors
Advisors
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Publisher
Corporación Universitaria Minuto de Dios – UNIMINUTO
Type
Monografía
Rights
Acceso Abierto - http://purl.org/coar/access_right/c_abf2
Abstract
El proyecto de aula se implementó en el nivel párvulo del Colegio Años Mágicos, en la ciudad de Neiva, con el objetivo de potenciar las habilidades comunicativas, lingüísticas y de lenguaje en niños y niñas de 2 a 3 años. Se desarrolló bajo un enfoque metodológico mixto, utilizando el diseño de investigación acción. La muestra estuvo conformada por 12 niños y niñas de 3 años, a quienes se aplicó una prueba de tamizaje que evaluó cuatro dimensiones lingüísticas:
fonológica, morfosintáctica, léxica y pragmática. Los resultados iniciales evidenciaron un adecuado desarrollo en las áreas léxica y pragmática, y dificultades específicas en la dimensión fonológica (sustituciones, omisiones y errores articulatorios), que a su vez impactaban parcialmente la morfosintaxis. Con base en estos hallazgos, se diseñó un plan de aula compuesto por estrategias lúdicas, narrativas y sensoriales que fueron implementadas en sesiones grupales e individuales. Estas actividades, caracterizadas por su componente emocional y simbólico, propiciaron la participación mejorando la articulación, el uso espontáneo del lenguaje y la comprensión de estructuras gramaticales básicas. Los diarios de campo evidenciaron un incremento progresivo en la confianza, la atención, la interacción verbal y el vínculo afectivo entre los niños y la docente. En conclusión, el proyecto demostró que el desarrollo del lenguaje en la primera infancia se fortalece de forma significativa cuando se integra el juego, la emoción, la fantasía y el afecto como ejes centrales del proceso educativo, lo cual lo convierte en una experiencia replicable en contextos similares.
The classroom project was carried out in the párvulo level (2 to 3 years old) at Colegio Años Mágicos, in the city of Neiva. The goal was to strengthen the children’s communication, language, and linguistic skills. The project used a mixed-methods approach and followed an action research design. The sample included 12 children who were 3 years old. A screening test was applied to assess four language dimensions: phonological, morphosyntactic, lexical, and pragmatic. The initial results showed good development in the lexical and pragmatic areas, but also specific difficulties in the phonological dimension (such as substitutions, omissions, and articulation errors), which also affected the morphosyntactic aspect. Based on these findings, a classroom plan was created with playful, narrative, and sensory strategies. These were used in both group and individual sessions. The activities, which had emotional and symbolic elements, helped the children participate more, improve their pronunciation, use language more freely, and understand basic grammar structures. Field journals showed that the children gradually gained more confidence, attention, verbal interaction, and emotional connection with the teacher. In conclusion, the project showed that language development in early childhood can improve significantly when play, emotion, imagination, and affection are central to the learning process. This makes the experience something that can be repeated in similar educational contexts.
The classroom project was carried out in the párvulo level (2 to 3 years old) at Colegio Años Mágicos, in the city of Neiva. The goal was to strengthen the children’s communication, language, and linguistic skills. The project used a mixed-methods approach and followed an action research design. The sample included 12 children who were 3 years old. A screening test was applied to assess four language dimensions: phonological, morphosyntactic, lexical, and pragmatic. The initial results showed good development in the lexical and pragmatic areas, but also specific difficulties in the phonological dimension (such as substitutions, omissions, and articulation errors), which also affected the morphosyntactic aspect. Based on these findings, a classroom plan was created with playful, narrative, and sensory strategies. These were used in both group and individual sessions. The activities, which had emotional and symbolic elements, helped the children participate more, improve their pronunciation, use language more freely, and understand basic grammar structures. Field journals showed that the children gradually gained more confidence, attention, verbal interaction, and emotional connection with the teacher. In conclusion, the project showed that language development in early childhood can improve significantly when play, emotion, imagination, and affection are central to the learning process. This makes the experience something that can be repeated in similar educational contexts.
Description
Implementar un proyecto de aula dentro del currículo educativo que potencie las habilidades comunicativas, lingüísticas y de lenguaje en niños y niñas de 3 años, en el Colegio Años Mágicos, ubicado en la ciudad de Neiva
Keywords
Currículo, Educación infantil, Habilidades comunicativas, Habilidades lingüísticas, Proyecto de aula, Curriculum, Early childhood education, Communication skills, Language skills, Classroom project