Actividades didácticas para el aprendizaje de la lectoescritura a través de pictogramas en niños de 4-5 años J. Adv. Educ. Sci. Humanit. (January - June 2025) 3(1): 8-20 https://doi.org/10.5281/zenodo.14816602 ISSN: XXXX-XXXX ORIGINAL ARTICLE Educational activities for learning to read and write through pictograms in children aged 4-5 years  Katty K. Oviedo katty.oviedo@hotmail.com Received: 17 August 2024 / Accepted: 14 December 2024 / Published online: 31 January 2025 © The Author(s) 2025 Katty K. Oviedo Abstract Developing reading and writing in children aged 4 to 5 years requires teaching strategies that promote text comprehension through visual resources and structured di- agrams. In this context, the present study aimed to design a system of teaching activities based on pictograms to improve the learning of reading and writing in children in sublevel II of the Isidoro Barriga Educational Unit (Puerto López, Ec- uador). With a descriptive and transversal approach, the re- search included an intentional sample of 29 children aged 4 to 5 years and 10 teachers selected by participation and perma- nence criteria. Surveys were applied to teachers, and class- room observations were carried out to diagnose the level of recognition of pictograms and difficulties in communicating ideas. The results showed limitations in oral and written ex- pression and the identification and use of pictograms. Teach- ers indicated that these resources facilitate reading compre- hension and the development of reading and writing skills. In response, a system of activities structured into objectives, procedures, and evaluation indicators was designed. Its val- idation by specialists confirmed its relevance and viability, highlighting the importance of innovative methodologies. It is concluded that pictograms strengthen the construction of knowledge and improve the association between images and words, recommending their integration into initial literacy. Keywords literacy, pictograms, early childhood education, zone of proximal development, teaching strategies. Resumen El desarrollo de la lectoescritura en niños de 4 a 5 años requiere estrategias didácticas que favorezcan la comprensión del texto a través de recursos visuales y esque- mas estructurados. En este contexto, el presente estudio tuvo como objetivo diseñar un sistema de actividades didácticas basado en pictogramas para mejorar el aprendizaje de la lec- toescritura en niños del subnivel II de la Unidad Educativa Isidoro Barriga (Puerto López, Ecuador). La investigación, de enfoque descriptivo y transversal, incluyó una muestra intencional de 29 niños de 4 a 5 años y 10 docentes, selec- cionados por criterios de participación y permanencia. Se aplicaron encuestas a docentes y observaciones en aula para diagnosticar el nivel de reconocimiento de pictogramas y di- ficultades en la comunicación de ideas. Los resultados mos- traron limitaciones en la expresión oral y escrita, así como en la identificación y uso de pictogramas. Los docentes se- ñalaron que estos recursos facilitan la comprensión lectora y el desarrollo de habilidades de lectoescritura. En respuesta, se diseñó un sistema de actividades estructurado en objeti- vos, procedimientos e indicadores de evaluación. Su valida- ción por especialistas confirmó su pertinencia y viabilidad, destacando la importancia de metodologías innovadoras. Se concluye que los pictogramas fortalecen la construcción del conocimiento y mejoran la asociación entre imágenes y palabras, recomendando su integración en la alfabetización inicial. Palabras clave lectoescritura, pictogramas, educación ini- cial, zona de desarrollo próximo, estrategias didácticas. How to cite Oviedo, K. K. (2025). Educational activities for learning to read and write through pictograms in children aged 4-5 years. Journal of Advances in Education, Sciences and Humanities, 3(1), 8-20. https://doi.org/10.5281/zenodo.14816602 Unidad Educativa Fiscal Isidoro Barriga, Puerto López, Manabí, Ecuador.

J. Adv. Educ. Sci. Humanit. (January - June 2025) 3(1): 8-20 9 Introduction Literacy development is a fundamental process in early childhood education, as it allows children to acquire essen- tial skills for their cognitive, social, and academic develop- ment. Various studies have shown that learning to read and write at an early age significantly contributes to personal and professional success throughout life (Daza et al., 2020). Ac- quiring these competencies during early childhood streng- thens cognitive and socio-emotional skills, making it easier to understand the environment and assimilate knowledge more effectively. In this context, pictograms have emerged as an effective educational tool to enhance literacy learning. Pictograms are visual representations that help children identify concepts, develop imagination, and improve reading comprehension by associating images with words (Haro et al., 2024). Fur- thermore, their use has been key in inclusive education, as they facilitate communication in children with language di- sorders, such as autism and Asperger syndrome (Lema et al., 2019). Implementing pictograms in teaching literacy is grounded in learning theories emphasizing the importance of multisen- sory development and visual tools to reinforce the educatio- nal process. Previous studies have demonstrated that picto- grams favor reading comprehension by allowing children to interpret information sequentially, facilitating the structuring of coherent sentences and texts (Llori et al., 2023). Additio- nally, their universal nature allows them to be used in various educational contexts without cultural or linguistic limitations (Bermeo et al., 2023). This study aimed to design a system of educational activi- ties based on pictograms to improve literacy learning in chil- dren from sublevel II at the Isidoro Barriga Educational Unit (Puerto López, Ecuador). The research is based on the need to improve reading and writing comprehension levels in the early years of schooling, providing teachers with effective strategies to strengthen these skills in young children. In this regard, the competencies of emerging literacy were addressed, such as phonological awareness, symbolic play, active listening, and shared reading, all of which are essential for the cognitive preparation of children in formal reading learning (Conejo & Carmiol, 2017). Furthermore, the characteristics of pictograms, their applicability in the classroom, and their relationship with text comprehension are analyzed, emphasizing their simplicity, universality, and ability to improve the organization and sequencing of lear- ning (Medina & Veliz, 2013). Specific strategies for using pictograms in literacy teaching are presented, such as pictographic stories, formulating sen- tences with pictograms, and organizing daily routines throu- gh visual representations (Pérez, 2017). Through this study, we aim to contribute to developing innovative methodolo- gies that improve educational quality and the overall develo- pment of children in preschool education. Methodology The study was conducted at the Isidoro Barriga Educatio- nal Unit in Puerto López, Ecuador. The research was framed within a descriptive and cross-sectional design to analyze the impact of a system of activities based on pictograms on li- teracy development in Early Childhood Education children. The total population consisted of 43 children and 16 Early Childhood Education teachers. A non-probabilistic intentio- nal sampling method was used, selecting 29 children aged 4 to 5 and 10 teachers from sublevel II on the morning shift. The selection of participants was based on inclusion criteria, such as continuous attendance at the institution during the study period and teachers’ willingness to participate in the research process. For data collection, a structured survey was designed and applied to the teachers, aiming to assess their perception of the impact of the pictogram-based activity system on the li- teracy teaching-learning process. The survey included clo- sed-ended questions and Likert-type scales to evaluate the method’s effectiveness, the children’s participation, and the changes observed in their word recognition and production skills. A structured observation was also implemented, where children’s interactions with the pictograms in various educa- tional activities were recorded. Checklists were used to as- sess indicators such as image identification, association with written words, and the production of basic written language structures. The obtained data were processed using SPSS version 23.0 (or specific software). A descriptive analysis based on frequencies and percentages was applied, allowing the iden- tification of response patterns and trends in teachers’ percep- tions and children’s performance. Moreover, potential asso- ciations between pictogram activities and improvements in early literacy skills were explored. The study adhered to ethical principles in research with human subjects, ensuring the voluntary participation and in- formed consent of teachers and legal guardians of the chil- dren. Data confidentiality was guaranteed, following the

J. Adv. Educ. Sci. Humanit. (January - June 2025) 3(1): 8-20 10 current regulations of the educational institution and other national provisions. Results and discussion Various teaching methods and strategies are designed for the early and primary education levels, which contribute to improving children’s learning. In this context, a system of educational activities based on pictograms enhances chil- dren’s skills and knowledge development. This approach, used since ancient times and perfected over time, allows new concepts to be transmitted clearly and quickly at the pres- chool level, providing opportunities to improve educational quality. For this reason, a system of educational activities using pictograms is proposed to strengthen literacy learning. This proposal is based on a pedagogical approach that promotes teaching and learning and seeks to significantly impact child development. This system of educational activities is justified because reading and writing form the foundation of educational de- velopment at all levels. Consequently, ten educational acti- vities are presented that can be applied both in the classroom and at home, using pictograms and pictographic materials created by parents or teachers. These strategies are designed to stimulate children’s abilities and progressively improve their learning in a didactic manner. Characterization of the proposal The system of didactic activities is conceived as a set of interconnected elements that form a unit to achieve specific objectives. Its design responds to the need to solve problems previously identified in the teaching-learning process, esta- blishing the nature of the activities, the context of the appli- cation, and the target audience (Campos, 2011). From this perspective, the system of activities is configu- red as a set of tasks that can be physical, labor, or educa- tional, designed to support teaching processes and facilitate the acquisition of knowledge and skills. These tasks allow students to meet the objectives of study programs, contri- buting to their academic development (Guapisaca & Núñez, 2019). These systems comprise actions and operations that allow tasks to be executed with quality standards, as their flexibility and adaptability make them applicable in various educational contexts (López, 2016). The didactic activity system is understood as an action system that facilitates the individual’s integration into the learning process, enabling them to acquire knowledge and develop skills meaningfully. These activities are fundamen- tal tools for evaluating student learning levels and the effec- tiveness of the content taught (Orozco, 2016). According to Díaz and Hernández (2004), there are two types of learning strategies that, although often generalized, have in common the promotion of autonomous and flexible learning. Play-based activity systems are primarily associated with games, as they are fundamental to children’s and adults’ so- cial and cognitive development. Play-based activities range from physical and mental exercises to the development of skills and balance, fostering concentration and mental agility and contributing to bodily expression and meaningful lear- ning (Rojas, 2018). The design of a play-based activity system should focus on stimulating interest in learning and strengthening reading and writing skills. Some activities that can be included in these systems are board games, traditional games, artistic and craft creation, watercolor painting, clay play, and hide- and-seek games. Implementing a system of didactic activities has multiple positive effects on students’ learning. The main benefits in- clude the ease of integrating activities adapted to the needs of the students, fostering active participation, allowing ad- justments and modifications to the educational planning, contributing to the connection between prior knowledge and new content, promoting autonomous learning and self-regu- lation of knowledge, improving the pedagogical experience through constant feedback, and encouraging interaction and collaborative work among students. In pedagogical mediation, theoretical grounding is key to supporting the educational proposal. The teachers’ characte- rization reveals the need to improve the use of pictograms as a learning tool for literacy, as their integration in educational institutions remains limited. With the advancement of tech- nologies and the adoption of new methodologies, education must constantly innovate and employ strategies that positi- vely impact academic formation. Current research highlights the importance of developing innovative educational proposals incorporating various di- dactic activities. In early childhood education, play-based and pedagogical techniques are essential, as children better assimilate knowledge through interactive experiences. The- refore, teachers must be prepared to continuously integrate new educational strategies that promote skills development and improve learning quality. The proposal’s objective was to strengthen literacy learning through a system of didactic activities using pictograms for children aged 4-5 years at the Isidoro Barriga Educational Unit. The proposed system of didactic activities with pictograms

J. Adv. Educ. Sci. Humanit. (January - June 2025) 3(1): 8-20 11 is established as a teaching method that starts with activi- ties that contribute to strengthening children’s literacy level, providing more opportunities for learning and improving writing and language skills, thus facilitating an acceptable reading process. Given that it represents a general challenge, other institutions can often adopt it, as these are multifunc- tional activities that are important in education and influence society. Stages of the pedagogical proposal Stage I. Characterization of the current situa- tion in the institution Considering the characterization, the design of the instru- ments was developed, considering the interrelation of the to- pic with the scientific problem of the research. This process allowed us to understand the current state of reading and wri- ting development in 4-5-year-old children at the institution. From the teacher’s perspective, pictograms are an excep- tional teaching resource that facilitates student comprehen- sion. Silhouettes with figures in the form of cards are ideal for improving reading, as activities with pictograms streng- then children’s learning. On the other hand, a checklist was applied to have a more specific approach to the current situation, evaluating 29 chil- dren from the Isidoro Barriga educational unit. The obser- vation revealed that students need more stimulation to learn and reach optimal educational levels. Before implementing the proposal, difficulties in learning reading and writing were evident. Therefore, using a system of didactic activities su- pports children’s learning regarding reading and writing de- velopment and provides teachers with a valuable tool for the teaching and learning process in this area. Stage II. Design and formation of didactic ac- tivities Considering the results of the characterization stage, the most relevant topics are presented. These will be developed and designed in a system of didactic activities with picto- grams. These activities will be practiced at the institution to benefit the development of literacy and the active growth of activities, facilitate the organization of educational work, and promote interaction among the children. Once the design and structure for each didactic activity are presented, the evaluation criteria and effectiveness of these pedagogical techniques are considered to understand the im- pact on teachers and students at the institution. Design of the activities The following are 10 educational activities to be carried out using pictograms, which help develop and strengthen the literacy skills of 4-5-year-old children at the Isidoro Barriga Educational Unit. Stage III. System assessment Based on the evaluation results of 15 professionals specia- lized in the subject (Table 1) belonging to various educatio- nal institutions in the municipalities of Jipijapa and Puerto López, specific criteria were established for their selection. These included more than five years of teaching experience, specialization in Early Childhood Education, commitment to research, and availability of time to participate in the study. Based on the results of the evaluation carried out by 15 specialists, it was determined that 100% of the evaluators considered the proposal presented highly precise in structu- ring the proposed system of didactic activities. In relation to the theoretical foundation that supported the system of di- dactic activities based on the use of pictograms, 100% of the specialists valued this aspect as “very adequate.” The evaluation’s analysis of the relevance of the general objective of the system of didactic activities revealed that 100% of the experts considered it precise and highly adequa- te for implementation. Regarding the accuracy of the propo- sal’s characterization, the results indicated that 87% of the specialists rated it as “very adequate”. The remaining 13% suggested the need to relate the evaluation criterion with the activity’s objective. Regarding the clarity of the requirements for implemen- ting the system of teaching activities, 73% of the specialists (11 out of 15) rated them as “very adequate”. In comparison, Figure 1. Components of the proposal structure.

J. Adv. Educ. Sci. Humanit. (January - June 2025) 3(1): 8-20 17 the remaining 27% (4 specialists) considered them simply “adequate”. The comprehensive analysis of the specialists’ assessments showed that 100% of the evaluators considered the general conception of the system of teaching activities adequate. Stage 1 of the system, corresponding to the characteriza- tion of the current situation in the institution, was rated as “very adequate” by 87% of the specialists, while the remai- ning 13% considered it “adequate”. On the other hand, stage 2 of the system, related to the design of teaching activities with pictograms for the development of reading and writing, obtained a rating of 100% as “very adequate”. The specialists agreed that the precision of the design of the educational activities with pictograms was optimal, ob- taining a 100% rating as “adequate”. Regarding the viabili- ty and relevance of the proposal for developing reading and writing in children aged 4 to 5, 87% of the specialists rated it as “very adequate”. In contrast, the remaining 13% conside- red it simply “adequate”. The 15 specialists who evaluated the educational activities system concluded that it facilitates the learning of reading and writing, highlighting its importance from Early Child- hood Education as a basis for the acquisition of later knowle- dge. They stressed that using concrete and technological materials in its implementation represents an innovation, providing visual support that improves reading, writing, and communication. The need to offer adequate educational resources to res- pond to children’s natural interest in learning was emphasi- zed. This system prioritizes the writing process over the final result and promotes motivation and self-esteem. They also pointed out that teaching reading and writing through this system should include various resources and methods, adap- ting to children’s individual abilities to achieve meaningful learning. Play was highlighted as a key tool for cognitive stimulation and cooperative work. Among the most valued aspects was the importance of teacher-child interaction, where the teacher must know each student’s level of development and provide additional acti- vities according to their needs. Finally, it was highlighted that teaching reading and writing does not require complex materials but rather the integration of learning into everyday life, taking advantage of every opportunity to stimulate oral and written expression.

J. Adv. Educ. Sci. Humanit. (January - June 2025) 3(1): 8-20 18 Alternative Frequency Porcentage Clarity of stage 1 of the proposal Very suitable 13 87 Quite adequate 0 0 Appropriate 2 13 Inappropriate 0 0 Not suitable 0 0 Design and creation of educational activities Very suitable 15 100 Quite adequate 0 0 Appropriate 0 0 Inappropriate 0 0 Not suitable 0 0 Precision in the design of teaching activities Very suitable 15 100 Quite adequate 0 0 Appropriate 0 0 Inappropriate 0 0 Not suitable 0 0 Feasibility and relevance of the proposal Very suitable 13 87 Quite adequate 0 0 Appropriate 2 1% Inappropriate 0 0 Not suitable 0 0 Conclusions Learning to read and write in children aged 4 to 5 is based on the zone of proximal development and the use of dia- grams to facilitate understanding of the text. The diagnosis revealed difficulties in communicating ideas and recognizing pictograms, so teachers believe these improve reading and writing understanding and development. A system of tea- ching activities with pictograms was designed, defining ob- jectives, procedures, and evaluation indicators. Validation by specialists confirmed its relevance and viability, highlighting the importance of innovative resources in teaching. References Bermeo, J. E., Pullaguari, B. L., Sanmartín, M. R., & Curipo- ma, G. E. (2023). Lectura de pictogramas como estra- tegia didáctica para mejorar los problemas de lenguaje en los niños del nivel inicial. Ciencia Latina Revista Científica Multidisciplinar, 7(2), 10889-10909. https:// doi.org/10.37811/cl_rcm.v7i2.6173 Table 1. Accuracy of the activity system Alternative Frequency Porcentage Accuracy of the activity system Very suitable 15 100 Quite adequate 0 0 Appropriate 0 0 Inappropriate 0 0 Not suitable 0 0 System of educational activities through the use of pictograms Very suitable 15 100 Quite adequate 0 0 Appropriate 0 0 Inappropriate 0 0 Not suitable 0 0 General objective of the system of teaching activities Very suitable 15 100 Quite adequate 0 0 Appropriate 0 0 Inappropriate 0 0 Not suitable 0 0 Characterization of the system of didactic activities Very suitable 13 87 Quite adequate 0 0 Appropriate 2 13 Inappropriate 0 0 Not suitable 0 0 Clarity of requirements in the system of teaching activities Very suitable 11 73 Quite adequate 0 0 Appropriate 0 0 Inappropriate 4 27 Not suitable 0 0 Conception of the system of didactic activities Very suitable 15 100 Quite adequate 0 0 Appropriate 0 0 Inappropriate 0 0 Not suitable 0 0

J. Adv. Educ. Sci. Humanit. (January - June 2025) 3(1): 8-20 19 Campos, L. (2011). Sistema de actividades didácticas para el desarrollo de la competencia sociocultural en idioma inglés en los estudiantes de la licenciatura en turismo. Cuadernos de Educación y Desarrollo, 3(31). https://dialnet.unirioja.es/servlet/articulo?codi- go=6366659&orden=0&info=link Conejo, L. D., & Carmiol, A. M. (2017). Conocimientos so- bre la lectoescritura emergente y prácticas en las aulas para su promoción: Un estudio con docentes de Educa- ción preescolar en Costa Rica. Revista Costaiense de Psiología, 36(2), 105-121. https://dialnet.unirioja.es/ descarga/articulo/6231648.pdf Daza, M. M., Orozco, E. J., & Urdaneta, G. A. (2020). Desa- rrollo de habilidades de comprensión de lectoescritura en estudiantes de instituciones de educación inicial. Re- vista LASIRC, 1(11), 61-74. https://bit.ly/40qbC3N Díaz, F., & Hernández, G. (2004). Estrategias Docentes para un Aprendizaje Significativo. Una Interpretación Cons- tructivista (2da ed.). McGraw-Hill. https://dfa.edomex. gob.mx/sites/dfa.edomex.gob.mx/files/files/2_%20es- trategias-docentes-para-un-aprendizaje-significativo. pdf Guapisaca, J. A., & Núñez, F. J. (2019). Sistema de activi- dades para fomentar el aprendizaje significativo en los estudiantes del sexto año de Educación General Bási- ca de la Unidad Educativa La Inmaculada en el área de las Ciencias Naturales, a través de la plataforma Kahoot. Universidad Nacional de Educación. http://re- positorio.unae.edu.ec/bitstream/56000/1043/1/Proyec- to%20de%20Titulacion-PDF.pdf Haro, J. A., Anrango, M. E., Acosta, N. P., Acosta, S. V., & Carrillo, M. M. (2024). Los pictogramas para el desa- rrollo del lenguaje en niños del subnivel 2 del sistema educativo ecuatoriano: Pictograms for language deve- lopment in children of sublevel 2 of the Ecuadorian educational system. LATAM Revista Latinoamericana de Ciencias Sociales d Humanidades, 5(3), 2407-2419. https://doi.org/10.56712/latam.v5i3.2203 Lema, R. A., Tenezaca, R. E., & Aguirre, S. Y. (2019). El aprestamiento a la lectoescritura en la educa- ción preescolar. Conrado, 15(66), 244-252. http:// scielo.sld.cu/scielo.php?script=sci_arttext&pi- d=S1990-86442019000100244&lng=es&tlng=es Llori, C. G., Jumbo, K. M., Enríquez, M. R., Ramos, Y., & Cedillo, M. M. (2023). Los pictogramas como estrate- gia para el uso de lectoescritura en primer año de bási- ca: Pictograms as a strategy for the use of literacy in the first year of basic. Revista Científica Multidisciplinar G-Nerando, 4(1). https://revista.gnerando.org/revista/ index.php/RCMG/article/view/101 López, E. (2016). Cómo ser mejor maestro. El método ELI. Revista Complutense de Educación, 27(2), 883-884. https://doi.org/10.5209/rev_RCED.2016.v27.n2.52194 Medina, I. I., & Veliz, J. (2013). Pictogramas para mejorar la comprensión lectora de textos narrativos en educa- ción primaria UCV-HACER. Revista de Investiga- ción y Cultura, 2(2), 84-90. https://www.redalyc.org/ pdf/5217/521752181010.pdf Orozco, J. C. (2016). Estrategias Didácticas y aprendizaje de las Ciencias Sociales. Revista Científica Estelí, (17), 65-80. https://doi.org/10.5377/farem.v0i17.2615 Pérez, M. (2017). Los pictogramas en el proceso de ense- ñanza/aprendizaje de la lectoescritura. Publicaciones didácticas, (81), 487-934. Rojas, M. (2018). Diseño y desarrollo de un sistema de ac- tividades lúdicas, basado en metodologías de diseño estratégico, para el desarrollo de hábitos de lectura en niños entre 7 y 12 años. Universidad Iberoamericana Puebla. https://repositorio.iberopuebla.mx/bitstream/ handle/20.500.11777/3917/Tesis.pdf?sequence=1&i- sAllowed=y Conflicts of interest The authors declare that they have no conflicts of interest. Author contributions Katty K. Oviedo: Conceptualization, data curation, re- search, methodology, visualization, writing the original draft, writing, review and editing. Data availability statement The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request. Statement on the use of AI The authors acknowledge the use of generative AI and AI-assisted technologies to improve the readability and cla- rity of the article. Disclaimer/Editor’s note The statements, opinions, and data contained in all publi- cations are solely those of the individual authors and contri- butors and not of Journal of Advances in Education, Scien- ces and Humanities. Journal of Advances in Education, Sciences and Humani-

J. Adv. Educ. Sci. Humanit. (January - June 2025) 3(1): 8-20 20 ties and/or the editors disclaim any responsibility for any in- jury to people or property resulting from any ideas, methods, instructions, or products mentioned in the content.