Evaluation of pedagogical strategies to improve literacy in early childhood education

Abstract

This paper evaluates the effectiveness of various pedagogical strategies to strengthen the teaching of literacy in early childhood education. A qualitative approach was used through semi-structured interviews conducted in June 2024 with five teachers with extensive experience, who work in educational institutions in the province of Pastaza, Ecuador. The experts validated the effectiveness of the proposed pedagogical strategies: Project-Based Learning, constructivist approach, integration of thinking styles, use of technology and multimedia resources, pedagogy of love and formative assessment. Teachers agreed that these strategies are dynamic, innovative and student-centered, which enhances learning and the development of literacy skills. By allowing them to relate what they have learned to their daily lives, they improve participation and motivation. In addition, they promote deep and meaningful learning, considering emotional, social and cultural aspects, which creates an inclusive and enriching environment. They also encourage active participation, critical thinking, collaboration and self-reflection. However, they pointed out that challenges must be overcome, such as adapting activities to child development and the lack of specific training in innovative methodologies, in addition to the limited availability of technological resources in rural communities. The conclusion is that the pedagogical strategies presented must be used consistently, which are adapted to the individual needs of each student, and the importance of ongoing training for teachers is emphasized, which will contribute substantially to the learning and development of literacy skills, thus establishing the foundations for their future academic success.