NARRATIVE FROM EARLY CHILDHOOD AS A PEDAGOGICAL APPROACH TO INTEGRAL DEVELOPMENT

Abstract

This article presents an analysis of a research report conducted in a transitional-grade classroom, with a focus on narrative as a pedagogical approach that significantly influences the holistic development of children. This research took into account the observed needs and interests of the transition-grade students at the Joaquin Caycedo y Cuero Educational Institution; consequently, the pedagogical experiences revealed limitations in oral expression and participation. To address this issue, we proceeded to facilitate the creation of oral narratives, which allowed students to visualize their creative thinking. In turn, we engaged in the dramatization and graphic representation of stories drawn from their experiences and imagination, integrating exploration, play, art, music, and oral expression as core learning pillars, with the aim of contributing to the holistic development of the child and the girl. The objective of the study was to assess the creation of narratives based on their experiences and daily lives. The methodology employed was qualitative, using an interpretive paradigm and the participatory action research (PAR) method, with observation and field notes serving as research tools. The results showed active student participation in the creation of the narratives, and it was concluded that oral expression, in addition to enhancing verbal and nonverbal expression, strengthens critical thinking and promotes holistic development.