Estrategias teatrales para la expresión oral de los niños de 3, 4 y 5 años en la I.E. N° 14415 “El Espino” de Huancabamba.
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2026-05-22
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Escuela de Educación Superior Pedagógica Pública Víctor Andrés Belaunde
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La investigación buscó fortalecer la expresión oral de los niños de 3, 4 y 5 años en la I.E. N° 14415 “El Espino” de Huancabamba. El método utilizado fue la investigación acción determinada por la planificación acción, observación y reflexión. Utilizó la observación participante como técnica y el diario de campo como instrumento de recojo de información. La población y muestra estuvo conformada por 6 niños y 3 maestras investigadoras del nivel inicial. Los resultados indican que, se logró que los niños se expresen con libertad y confianza, mejoraron su vocalización y pronunciación imitando diferentes voces y gestos con creatividad a partir del interés y utilización de los materiales de teatro. Asimismo, se logró que los niños se expresen con claridad y seguridad de manera oral, corporal, emocional y social. Se concluye que, la aplicación de estrategias teatrales pertinentes y la implementación de un espacio teatral logró mejorar la expresión de los niños asumiendo que la expresión oral es una herramienta fundamental para el desarrollo comunicativo y emocional de los niños. Desde esta perspectiva, la docente como mediadora de los aprendizajes guio las escenificaciones de los estudiantes en el que evidenciaron mejoría en su expresión oral.
The research aimed to strengthen the oral expression of children aged 3, 4, and 5 years at I.E. N° 14415 “El Espino” in Huancabamba. The method used was action research, structured through planning, action, observation, and reflection. Participant observation was used as a technique, and the field diary as the instrument for data collection. The population and sample consisted of 6 children and 3 teacher-researchers from the initial level. The results indicate that the children were able to express themselves freely and confidently, improving their vocalization and pronunciation by imitating different voices and gestures creatively, based on their interest in and use of theatrical materials. Likewise, the children were able to express themselves clearly and confidently in oral, bodily, emotional, and social ways. It is concluded that the application of appropriate theatrical strategies and the implementation of a theatrical space improved the children’s expression, assuming that oral expression is a fundamental tool for their communicative and emotional development. From this perspective, the teacher, as a mediator of learning, guided the students’ performances, where improvements in their oral expression were evidenced.
The research aimed to strengthen the oral expression of children aged 3, 4, and 5 years at I.E. N° 14415 “El Espino” in Huancabamba. The method used was action research, structured through planning, action, observation, and reflection. Participant observation was used as a technique, and the field diary as the instrument for data collection. The population and sample consisted of 6 children and 3 teacher-researchers from the initial level. The results indicate that the children were able to express themselves freely and confidently, improving their vocalization and pronunciation by imitating different voices and gestures creatively, based on their interest in and use of theatrical materials. Likewise, the children were able to express themselves clearly and confidently in oral, bodily, emotional, and social ways. It is concluded that the application of appropriate theatrical strategies and the implementation of a theatrical space improved the children’s expression, assuming that oral expression is a fundamental tool for their communicative and emotional development. From this perspective, the teacher, as a mediator of learning, guided the students’ performances, where improvements in their oral expression were evidenced.
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estrategias, teatro, expresión oral, strategies, theater, oral expression