Estrategias didácticas y trabajo con padres de familia para fortalecer la comprensión de textos de los niños de cuatro años
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2026-07-30
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Escuela de Educación Superior Pedagógica Pública Víctor Andrés Belaunde
Resumen
La presente tesis tiene como propósito fortalecer la comprensión de textos de los niños de 4 años de la Institución Educativa Inicial N.º 447 – Jaén, mediante estrategias didácticas y trabajo con padres de familia; para lo cual, el estudió se enmarca en un enfoque cualitativo y adopta un diseño de investigación acción. La muestra está conformada por 19 estudiantes de la edad de 4 años, en dónde se emplean las técnicas de observación participante y registros visuales, mientras que los instrumentos incluyen diarios de campo, fichas de observación y una rúbrica de evaluación. En este sentido, las estrategias implementadas favorecen el desarrollo de habilidades de comprensión en los distintos niveles, esto se evidencia en su capacidad para reconocer personajes, anticipar hechos, formular inferencias y expresar ideas relacionadas con el contenido de los textos; asimismo, se promueve la participación activa de las familias mediante espacios formativos y actividades de lectura compartida, fortaleciendo su rol como mediadores en el proceso lector. Por lo tanto, se concluye que la aplicación de las estrategias didácticas y la participación de las familias, constituye un eje clave para el desarrollo progresivo de la comprensión de textos en la primera infancia.
The present research aimed to strengthen text comprehension among four-year-old children from the Initial Educational Institution No. 447 – Jaén, through the implementation of didactic strategies and collaborative work with parents. The study was conducted under an action research design with a qualitative approach. The sample consisted of 19 four-year-old students. Data collection techniques included participant observation and visual records, while the instruments used were field journals, observation sheets, and an evaluation rubric. The implemented strategies contributed to the development of text comprehension skills at different levels, as evidenced by the children’s ability to identify characters, anticipate events, make inferences, and express ideas related to the content of the texts. In addition, active family participation was encouraged through training sessions and shared reading activities, which reinforced their role as mediators in the reading process. Consequently, it is concluded that the application of didactic strategies, together with family involvement, constitutes a key component for the progressive development of text comprehension in early childhood.
The present research aimed to strengthen text comprehension among four-year-old children from the Initial Educational Institution No. 447 – Jaén, through the implementation of didactic strategies and collaborative work with parents. The study was conducted under an action research design with a qualitative approach. The sample consisted of 19 four-year-old students. Data collection techniques included participant observation and visual records, while the instruments used were field journals, observation sheets, and an evaluation rubric. The implemented strategies contributed to the development of text comprehension skills at different levels, as evidenced by the children’s ability to identify characters, anticipate events, make inferences, and express ideas related to the content of the texts. In addition, active family participation was encouraged through training sessions and shared reading activities, which reinforced their role as mediators in the reading process. Consequently, it is concluded that the application of didactic strategies, together with family involvement, constitutes a key component for the progressive development of text comprehension in early childhood.
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Comprensión de textos, Estrategias didácticas, Trabajo con padres, Text comprehension, Didactic strategies, Parental involvement