El lenguaje oral: un superpoder en nuestras vidas.
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2022-03-22
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Este Trabajo de Fin de Grado presenta una proyección didáctica enfocada en el juego simbólico y en los cuentos, géneros orales que van a ser trabajados tanto dentro como fuera del aula. Está dirigida a niños de 5 años. Se van a realizar actividades competenciales enfocadas en los dos géneros orales que he citado anteriormente. Por último, esta proyección didáctica está sostenida por una fundamentación epistemológica. Se muestran conocimientos teóricos sobre la importancia de trabajar la lengua oral, conceptos sobre el lenguaje y la comunicación, la adquisición del lenguaje de los tres a los seis años y diferencias que se pueden contemplar con respecto al uso del lenguaje entre niños de una misma edad, la comunicación preverbal y el inicio de la comunicación verbal, el trabajo de las cuatro habilidades comunicativas para poder mejorar la competencia en comunicación lingüística en el alumnado y los géneros orales en Educación Infantil.
This Final Degree Project presents a didactic projection focused on symbolic play and stories, oral genres that will be worked both inside and outside the classroom with 5-year-old children. This document emphasises competency activities based on the two oral genres previously mentioned. Finally, this didactic projection is sustained by an epistemological foundation, in which theoretical knowledge about the importance of working the oral language is considered as well as concepts about language and communication and the language acquisition processes shown in children from three to six years along with the differences among children of the same age, preverbal communication and the beginning of verbal communication, the work of the four communication skills in order to improve the competence in language communication in students and oral genres in Early Childhood Education.
This Final Degree Project presents a didactic projection focused on symbolic play and stories, oral genres that will be worked both inside and outside the classroom with 5-year-old children. This document emphasises competency activities based on the two oral genres previously mentioned. Finally, this didactic projection is sustained by an epistemological foundation, in which theoretical knowledge about the importance of working the oral language is considered as well as concepts about language and communication and the language acquisition processes shown in children from three to six years along with the differences among children of the same age, preverbal communication and the beginning of verbal communication, the work of the four communication skills in order to improve the competence in language communication in students and oral genres in Early Childhood Education.