La poesía en la competencia expresión oral en niños y niñas de 3 años de la Institución Educativa Inicial “San Francisco de Asís” Huanta 2022
Fecha
2023-12-17
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Escuela de Educación Superior Pedagógica Pública "José Salvador Cavero Ovalle"
Resumen
En la Institución Educativa Inicial “San Francisco de Asís” de Huanta, los niños y niñas de 3 años de la sección amarillo, presentan problemas de expresión oral como: pronunciación, claridad, volumen de voz y fluidez. Para contrarrestar la problemática de la oralidad, apliqué la poesía como recurso pedagógico, con el objetivo de determinar la influencia de la poesía en la competencia expresión oral. Para desarrollar dicha investigación utilicé el tipo de investigación educativa aplicada, con método cuantitativo, con nivel de estudio experimental, y con diseño pre experimental. Para la recolección de los datos utilicé como instrumento la ficha de observación. Como conclusión se evidencia que la poesía incide de manera significativa en el desarrollo de la competencia expresión oral en los estudiantes que lograron desarrollar tres aspectos muy importantes como el aspecto cognitivo, la expresión oral y corporal.
At the “San Francisco de Asís” Initial Educational Institution in Huanta, 3-year-old boys and girls in the yellow section present oral expression problems such as: pronunciation, clarity, voice volume and fluency. To counteract the problem of orality, I applied poetry as a pedagogical resource, with the objective of determining the influence of poetry on oral expression competence. To develop this research I used the type of applied educational research, with a quantitative method, with an experimental study level, and with a preexperimental design. To collect the data I used the observation sheet as an instrument. In conclusion, it is evident that poetry significantly affects the development of oral expression competence in students who managed to develop three very important aspects such as the cognitive aspect, oral and corporal expression.
Kay taripay hatun llamkay, qallarin kaynata imayna llamkasqaymanta, llumpay allin chuyanchnaypaq qillqakunapa yanapakuyninwan sumaqllataña umallisp warmi qari warmakunawan, allin kusisqa sumaq ñawinchay paqarichiy tukuy niraqkuna willakuykunawan yachachinapaq, lliw yachapakuq warmachakunawan, kay hatun yachaywasipi “San Francisco de Asís”, Huanta llaqtapi. Kay llamkayqa tawa ñankunawan qispichisqam kachkan, investigación educativa aplicada, nisqanmanta, ñawpaqtaqa qallarirqani lliw llamkasqayta rikuspa, chaymanta qinallataq yachachiyniykunataqa taqmarqani, chayman qina yapamanta allinta qatarichispa imaynan qiapinqanta qawanaypaq chayman qinallataq tupunaypaqpas allinta. Chaynallataq kay llamkayniypi kanku lliw yachay wasipi qari warmi warmakuna, yachaq tayta mama kuna, amawta musuqkunapas. Aswa kay llamkaypi yachaykunataqa quñunaypaq kamachikurqani kay Aswa kay llamkaypi yachaykunata quqarinaypaq kamachikurqani (qallariynin) (tukuyninlliw kaykunawan allinta qawaykuspa, akllaykuspa qari warmi warmakunawan llamkarqani allin chuya tukuy mana rikchaq willakuykunata ruwanankupaq rimaspa. Chaymi kay quqarisqay yachaykunata allinta qamutaykurani pisillaman tikrarqani, hinaspa chaymanta allinta qawaykuspa tawapi tupachirqani chiqap allin kay llamkayniyta.
At the “San Francisco de Asís” Initial Educational Institution in Huanta, 3-year-old boys and girls in the yellow section present oral expression problems such as: pronunciation, clarity, voice volume and fluency. To counteract the problem of orality, I applied poetry as a pedagogical resource, with the objective of determining the influence of poetry on oral expression competence. To develop this research I used the type of applied educational research, with a quantitative method, with an experimental study level, and with a preexperimental design. To collect the data I used the observation sheet as an instrument. In conclusion, it is evident that poetry significantly affects the development of oral expression competence in students who managed to develop three very important aspects such as the cognitive aspect, oral and corporal expression.
Kay taripay hatun llamkay, qallarin kaynata imayna llamkasqaymanta, llumpay allin chuyanchnaypaq qillqakunapa yanapakuyninwan sumaqllataña umallisp warmi qari warmakunawan, allin kusisqa sumaq ñawinchay paqarichiy tukuy niraqkuna willakuykunawan yachachinapaq, lliw yachapakuq warmachakunawan, kay hatun yachaywasipi “San Francisco de Asís”, Huanta llaqtapi. Kay llamkayqa tawa ñankunawan qispichisqam kachkan, investigación educativa aplicada, nisqanmanta, ñawpaqtaqa qallarirqani lliw llamkasqayta rikuspa, chaymanta qinallataq yachachiyniykunataqa taqmarqani, chayman qina yapamanta allinta qatarichispa imaynan qiapinqanta qawanaypaq chayman qinallataq tupunaypaqpas allinta. Chaynallataq kay llamkayniypi kanku lliw yachay wasipi qari warmi warmakuna, yachaq tayta mama kuna, amawta musuqkunapas. Aswa kay llamkaypi yachaykunataqa quñunaypaq kamachikurqani kay Aswa kay llamkaypi yachaykunata quqarinaypaq kamachikurqani (qallariynin) (tukuyninlliw kaykunawan allinta qawaykuspa, akllaykuspa qari warmi warmakunawan llamkarqani allin chuya tukuy mana rikchaq willakuykunata ruwanankupaq rimaspa. Chaymi kay quqarisqay yachaykunata allinta qamutaykurani pisillaman tikrarqani, hinaspa chaymanta allinta qawaykuspa tawapi tupachirqani chiqap allin kay llamkayniyta.
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Poesía, Expresión, Oral, Competencia, Poetry, Oral expression, Competition, Qarawi, Allin rimay, Llallinakuy