Educational activities for learning to read and writethrough pictograms in children aged 4-5 years

Abstract

Developing reading and writing in children aged 4 to 5 years requires teaching strategies that promote text comprehension through visual resources and structured diagrams. 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, Ecuador). With a descriptive and transversal approach, the research included an intentional sample of 29 children aged 4 to 5 years and 10 teachers selected by participation and permanence criteria. Surveys were applied to teachers, and classroom 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 expression and the identification and use of pictograms. Teachers indicated that these resources facilitate reading comprehension and the development of reading and writing skills. In response, a system of activities structured into objectives, procedures, and evaluation indicators was designed. Its validation 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.