Citas bibligráficas
Ludeña, R., (2024). Prácticas de lectura en voz alta para el desarrollo del componente léxico semántico del lenguaje en niños de 4 años en el contexto del retorno a la presencialidad [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/27520
Ludeña, R., Prácticas de lectura en voz alta para el desarrollo del componente léxico semántico del lenguaje en niños de 4 años en el contexto del retorno a la presencialidad []. PE: Pontificia Universidad Católica del Perú; 2024. http://hdl.handle.net/20.500.12404/27520
@misc{renati/1662766,
title = "Prácticas de lectura en voz alta para el desarrollo del componente léxico semántico del lenguaje en niños de 4 años en el contexto del retorno a la presencialidad",
author = "Ludeña Bazan, Rosa Maria del Carmen",
publisher = "Pontificia Universidad Católica del Perú",
year = "2024"
}
Reading aloud practices constitute an important teacher strategy within their pedagogical practice. Likewise, it allows the development of the lexical-semantic component of language in early childhood, a relevant aspect for the comprehensive development of children, since through language they express feelings, desires and allows them social and cultural interaction. The present investigation is framed in the question: What are the reading aloud practices that a teacher uses for the development of the lexical-semantic component of language in 4-year-old children of a private IE in the district of Santiago de Surco in the context of the return to presence? In this sense, the objective is to describe the reading aloud practices that a teacher uses for the development of the lexical-semantic component of language in 4-year-old children. For this purpose, the research is descriptive and has a qualitative approach, since an interview and non-participant observations were carried out to analyze using the triangulation technique, according to two categories: reading aloud practices and lexical-semantic component. The research findings reveal the reading aloud practices carried out by the teacher to develop the lexical-semantic component; Likewise, the strategies used to develop language are known. However, reading practices in early childhood must continue to be promoted in order to continue benefiting children in their cognitive development.
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