Pedagogies of orality in the contexts of early childhood learning

Abstract

The present research project, had as its purpose to describe the pedagogical actions that are carried out by the teachers to stimulate the development of language in the context of early childhood. To comply with the above objective, it raised the qualitative and quantitative research, using the tab of observation, the question descriptive and the Likert scale as techniques and instruments for the collection and analysis of the information. The subjects of the sample were 42 cooperating teachers who work in the various institutions of private character of the District of Cartagena and with age ranges between 20 and 68.  For the presentation of the results is organized a collection of data related to the pedagogies to the language stimulation in the learning contexts of early childhood, the actions observed in the tab of the observations were analyzed in three great moments, arrival of the students to the educational institutions-development of the class-and end of the school day. ith regard to the question descriptive were analyzed the replies provided by the teachers with regard to the concept of orality and what the development that this implies in the process of teaching and learning that takes place in the contexts of early childhood. The results showed with greater representativeness as is being done the stimulation and development of orality in the various levels of pre-school education.