Pictograms as a teaching strategy to promote reading and writing in first grade Basic Education students

Abstract

Pictograms are an essential resource for promoting literacy, especially in the early grades. However, in practice, this resource is underutilized, leading to the need for new didactic proposals that streamline the teaching-learning process for this purpose. From this perspective, the question posed was: How can pictograms be used to promote literacy in the teaching- learning process of first-grade students at the Otto Arosemena Gómez Institution? Within this framework, the general objective was: To develop a didactic strategy for the use of pictograms to promote literacy in the teaching-learning process of first-grade students at the Otto Arosemena Gómez Institution. For this purpose, a concurrent mixed research process was adopted, which allows for the use of qualitative and quantitative methods such as observation, questionnaires, group interviews, content analysis of documents, and expert evaluation. Thus, and from a descriptive and evaluative approach, the potential of pictograms for the purpose of the research is substantiated, and a proposal is presented that can mainstream the teaching- learning process in first grade, by assuming the areas of development and learning, the connection with life, and parental participation as references.