Revista Científica Interdisciplinaria Investigación y Saberes

2022, Vol. 13, No. 1 e-ISSN: 1390-8146

Published by: Universidad Técnica Luis Vargas Torres

How to cite this article (APA):

Luna, Z., Rivera, M. (2023)

Playful-pedagogical strategy "Playing I write

and act”.Revista Científica Interdisciplinaria Investigación y Saberes, 13(1) 26-45

Playful-pedagogical strategy "Playing I write and act"

Estrategia lúdico-pedagógica “Jugando escribo y actúo”

Zoila Clara Luna Diaz

Bachelor's Degree, Universidad del Tolima, Tolima, Colombia

zlunadia@ibero.edu.co, https://orcid.org/0000-0002-2664-650X

Meybel Del Carmen Rivera Martelo

Bachelor's Degree, Corporación Universitaria Regional del Caribe IAFIC ., Tolima, Colombia

mriver25@ibero.edu.co, https://orcid.org/0000-0002-9920-178X

Playfulness as a strategy to improve writing in children is a trend as a

research topic at national and international level. The objective was

to strengthen the writing process in fourth grade students of the

Educational Institution Alegria de Saber of Cartagena through a

playful-pedagogical proposal. This is a qualitative research, of the

field research study type because the data were collected in the place

of the facts and its design was Pedagogical Action Research because

it sought a transformation of the teaching praxis. The results showed

that all fourth graders are at a low level of writing according to the

PROESC Battery. The categorization resulted in a selective category

that deals with a ludic-pedagogical proposal through theater as a tool

that develops creativity, spontaneity, collaborative work and improves

the writing process by increasing the level of writing, but also

emancipates fears. With the implementation of the ludic-pedagogical

proposal "Playing I write and act", the four objectives formulated for

this research were fulfilled.

Keywords:

Playful-pedagogical strategy, reading process, writing

level and theater.

Abstract

Received 2022-09-12

Revised 2022-10-22

Accepted 2022-12-28

Published 2023-01-04

Corresponding Author

Zoila Clara Luna Diaz

zlunadia@ibero.edu.co

Pages: 26-45

https://creativecommons.org/lice

nses/by-nc-sa/4.0/

Distributed under

Playful-pedagogical strategy "Playing I write and act”

Revista Científica Interdisciplinaria Investigación y Saberes , / 2023/ , Vol. 13, No. 1

Resumen

La lúdica como estrategia para mejorar la escritura en los niños es una

tendencia como tema de investigación a nivel Nacional e

internacional. El objetivo planteado fue fortalecer el proceso de

escritura en los estudiantes de grado cuarto de la Institución

Educativa Alegría de Saber de Cartagena a través de una propuesta

lúdico-pedagógica. Esta es una investigación cualitativa, del tipo de

estudio de investigación de campo porque los datos se recogieron

en el lugar de los hechos y su diseño Investigación Acción

pedagógica pues se buscó una transformación de la praxis docente.

Los resultados arrojados fueron que todos los niños de cuarto grado

se encuentran en el nivel bajo de escritura de acuerdo a la Batería

PROESC. La categorización dio como resultado una categoría

selectiva que trata de una propuesta lúdico-pedagógica a través del

teatro como herramienta que desarrolla la creatividad, la

espontaneidad, el trabajo colaborativo y mejora el proceso escritor

aumentando el nivel de escritura, pero también emancipa los miedos.

Con la puesta en marcha de la propuesta lúdico-pedagógica

“Jugando escribo y actúo” se dio cumplimiento a los cuatro objetivos

formulados para esta investigación.

Palabras clave:

Estrategia lúdico-pedagógica, proceso lector, nivel de

escritura y teatro

Introduction

The Alegria de Saber Educational Institution is located in the city of

Cartagena, in the Nuevo Bosque neighborhood. It is a private school

that offers preschool through 5th grade in the morning and has a

population of 300 students. This school population lasted more than

a year in virtuality because of the confinement due to the Covid19

pandemic.

The current state of the literacy level in Colombia is worrisome,

according to the report of the Program for International Student

Assessment (PISA 2018), which evaluates 15-year-olds' knowledge

and competencies for their participation in society; according to the

Organization for Economic Cooperation and Development (2018),

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students in Colombia achieved lower performance than the OECD

average in reading, mathematics and science. The reading score in

PISA 2018 decreased compared to that presented in 2015, it should

be noted that the average performance improved gradually since it

participated for the first time.

The tendency of national and international tests is to evaluate reading

comprehension and critical reading, but they do not evaluate writing.

Contrary to this position, this communicative skill is gaining great

relevance as it is becoming an "important modality for developing the

skills of reading, speaking, listening and thinking" (Condemarín,

1984). Authors such as Mattingly (1972) and Liberman and

Shankweiler (1978) justify the use of writing in the development of

reading comprehension since it benefits the "capture of the semantic

and syntactic patterns that are proper to it". For students it is

important to stimulate the development of the four (4) basic language

skills such as speaking, listening, reading and writing.

For Condemarín (1984): "the process of writing forces the student to

read for defined purposes in contexts that are meaningful to him.

Students read and reread their own writing to ensure its clarity; they

read to acquire more information about the topic they are writing

about; to "borrow" aspects of style and form; to find words or

expressions that better define their thinking; to grasp an author's

scheme, to control the correct use of language conventions or, finally,

they read their own writing for others to listen to" (p. 5).

Examining the importance of strengthening the writing skills of their

students, the authors of this research observed the textual production

of fourth grade students at the Institución Alegría de Saber in the city

of Cartagena and found that this group of students have a high rate

of difficulties in their writing process, such as hypo segmentation,

omission or change of syllables, letters, erroneous use of spelling

(b/v/s/s/z/h) and lack of motivation to produce texts, these being an

impediment to optimal academic performance. It should be noted

that writing is one of the fundamental tools for the teaching-learning

process.

The shortcomings detected arise from the difficulties presented in the

different levels of writing since they are not consolidated and

managed according to the level of schooling in which the students

are, in addition to the little support from some parents in the constant

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attendance of children and the lack of knowledge in pedagogical

tools necessary to guide their children in their academic process.

This problem arose due to the preventive isolation caused by Covid-

19, since the classroom was moved from face-to-face to virtuality,

where parents or caregivers took the role of the teacher and were the

ones who guided the students, where the most affected were the

students, This situation led the researchers to reflect on their teaching

task and to propose a ludic-pedagogical strategy that would provide

the motivation they need for pleasant learning that would allow them

to achieve the skills and abilities necessary for teaching writing and

textual production.

To this end, the problem was systematized with the following

questions: In what way will the ludic-pedagogical strategies allow the

strengthening of the writing process in fourth grade students of the

Educational Institution Alegria de Saber of Cartagena? What is the

best instrument to determine the writing level of fourth grade

students? Which ludic-pedagogical strategy would be implemented

that would awaken the interest of the students and motivate them to

improve their writing process? What would be the best instrument to

evaluate the impact of the ludic-pedagogical strategy on the writing

process of fourth grade students?

The general objective was to strengthen the writing process in fourth

grade students through a playful-pedagogical proposal. As specific

objectives, the following were formulated: a) To determine the writing

level of fourth grade students of the educational institution Alegría de

Saber; b) To design a playful-pedagogical proposal that awakens

interest and motivates fourth grade students; c) To implement the

playful-pedagogical proposal that allows the approach of the writing

process in fourth grade students; and d) To evaluate the impact of the

implementation of the playful-pedagogical proposal in fourth grade

students, in the writing process.

According to the Political Constitution of Colombia (1991), Article 44

establishes that education is a fundamental right for children, as well

as reading and writing. The search for educational quality is an issue

that is not exclusive to the Colombian state, but to all educational

actors. Educators, from their own praxis, must be involved in the

search to improve the educational processes. The Ministry of National

Education (MEN) is carrying out programs and projects that provide

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very important tools for the improvement of education; one of these

projects is the National Plan for Reading, Writing and Orality (PNLEO)

"Reading is my story" created in 2011 to contribute to the quality of

reading and writing.

Playfulness as a strategy to improve writing in children is a trend as a

research topic that is reflected in research such as that of Valverde

(2018), who described how didactic methodologies are related to

literacy development in children in the third year of general basic

education. And found that during the teaching-learning process, the

teacher applies didactic methods (syllabic, alphabetic and phonetic)

infrequently, causing shortcomings in the processes for the

development of comprehensive literacy, it was also possible to

determine that the design of a didactic guide, with methodological

strategies for the development of literacy, guides teachers as a tool

that facilitates the teaching-learning process.

Likewise, Suarnavar and Saldaña (2018) in their work demonstrated

that there is influence of creative writing as a didactic strategy in the

production of texts and significantly influences the production of texts

of students, this achievement was given through the application of

the module based on creativity; Likewise, it significantly influences the

expository textual structure of the students since it allows them to

construct the text as they imagine it, allowing the theoretical

motivation for their creations in texts of different typology and thirdly,

it significantly influences the discursive strategy of the students,

preventing the ideas from escaping.

In the same sense, Lasso (2017) shows the learning process of writing

as a reflexive, creative and autonomous act in children who start basic

education. She managed to mobilize the writing levels: syllabic,

presyllabic and alphabetic through the design and implementation of

a didactic sequence that leads students to generate texts from their

own creativity and initiative. It was concluded that through the

implementation of the didactic sequence as a methodology, the

teacher was provided with an organized and sequential curricular

planning, and the students experienced an approach to written

language in a playful and creative way, but also through creative

writing, the desire for the production of autonomous texts was

awakened, since it helped them to express their needs, thoughts,

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ideas, feelings and to reflect on their way of writing in order to

advance in the development of their writing process.

According to Calle (2017), the school and the school library are

favorable spaces for the formation of readers and writers, with the

support of families; he concluded that writing centers in Colombia are

a recent strategy, which has been thought with the purpose of

strengthening academic writing processes in students.

Likewise, Bolívar, Herrera and Viáfara (2018). investigated on the

strengthening of writing through traditional games; according to the

authors, the strengthening of writing is a process that will be

visualized in the long term, however, with what was implemented the

seed was left in the students and in the group's advisor regarding

having another look towards writing, considering it as a possibility to

record experiences, traditions and legacies from different moments

that let the authors' own voice be seen.

According to Márquez (2019) when proposing a didactic strategy that

stimulates reading and writing in second grade students through the

artistic mural as a didactic resource, it was necessary to make a

previous study of how were the characteristics of the population under

study, showing as a result that although the students showed interest

in learning to read and write, many times they asked to modify the

learning space to avoid monotony, This contributes to make the

process of reading and writing attractive and creative. This research

proposal also showed aspects such as collaborative learning and

interdisciplinarity, the ability to analyze, learn to formulate questions

and provide solutions, and acquire skills in merging theory with

practice.

For their part, Sarmiento and Zuleta (2019), infer that through the

implementation of the didactic proposal focused on the production

of unpublished texts, good results were achieved in students in

cohesion and coherence when producing written texts, but it is

essential to continue working with this type of strategies in the writing

processes in continuous, timely and constant ways to other types of

texts until the student population gets used to them and makes them

part of their cognitive domain since the teaching of writing as a

process requires time and effort.

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In addition to this, hundreds of undergraduate and graduate

researches in higher education investigate pedagogical strategies for

reading comprehension and a smaller percentage does so in terms of

reading and writing; it is also necessary to investigate textual

production and writing as such. This project is a pedagogical proposal

that seeks to strengthen writing skills through the use of playful

strategies that lead students to perceive the activities in a pleasant

way where they feel motivated, can satisfy their curiosity in the

different areas of knowledge, develop skills in writing and producing

texts, improve their handwriting and strokes, promoting a creative

and meaningful learning in strengthening their writing process.

The implementation of this project benefits students, parents,

teachers and the community in general, since it is a contribution for

the whole institution, allowing a better educational quality with the

implementation of ludic-pedagogical strategies to achieve an

improvement in the writing process of students in fourth grade of

elementary school. This project is genuine, since it is based on the

problems detected in the institution, it is feasible and viable given

that all the human, legal, technical, logistical and physical resources

are available to guarantee the expected results. This research work

can become a valuable tool because it seeks to strengthen the

students' writing process, the improvement and strengthening of the

educational warmth.

Writing is one of the oldest known means of communication and was

born from the need of human beings to communicate and express

their thoughts, feelings, ideas, knowledge, experiences and

experiences, becoming an essential and indispensable tool for the

teaching-learning process. Since its appearance in Sumer until today

it has a great relevance for humanity. It is of great importance to

reinforce the writing in the digital time since the new generations have

the tendency to misuse writing when sending messages to each other

in different social networks and digital platforms.

One of the great contributions to the strengthening of writing is that

of Ferreiro (2006), with the writing systems in the development of the

child, exposed in the curricular guidelines of Spanish language, where

he states that the child during his writing process goes through four

levels: concrete, when the child does not yet understand how writing

works; presyllabic, in which the child has already learned to reproduce

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some letters but does not know their meaning; syllabic, at this stage,

the child does not yet know the full sound of each letter but is capable

of dividing syllables; and finally, alphabetic, in which the child

identifies the sound of each letter and combines them to form words.

The writing levels proposed by Ferreiro (2006) constitute a very

important contribution to this research, since by means of this theory

it would be possible to observe the difficulties in the writing process

of students between the ages of seven (7) and ten (10) who are in the

second to fourth grade of elementary school, and that for two years

due to the Covid-19 pandemic, the only means by which they could

continue with the school learning process was telematics. According

to Ferreiro's (2006) writing levels, these are the essential tools to

retake and develop certain pedagogic ludic activities with syllabic,

alphabetic and phonetic levels, where exercises such as the creation

of scripts, cartoons, word searches, games, among others, are

applied, where children can put into practice writing and achieve an

early solution to the problem that is being presented in the students

and manage to develop a basic maturity in their motor skills and in

their writing process.

Another contribution that substantially nourishes this research is from

Vygotsky (1979), who affirms that a high level of meditation is

necessary for a small development of writing. While it is true, writing

lacks expression, musicality, and intonation. "Language that is

imagined and requires symbolization of the sound image in written

signs must be more difficult for the child than spoken language". It is

the imprecise form of language that opposes its acquisition (Vygotsky,

1979. p. 137).

Writing presents a semiotic measurement system in the development

of the human being, during this process it activates and enables

functions such as perception, attention, memory and thinking, writing

creates the epistemic, planning, regulatory and communicative

functions of language, which requires symbols, it is more complex

than spoken language. Complementing the topic with the

strengthening of writing; Castronovo and Mancovsky (2010), infer that

teachers should participate in the strengthening of their students'

writing skills. They argue that "reading and writing are competencies

that students need to deploy for the achievement of their academic

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learning and it is the teacher's own task to help them achieve it" (p.

819) (Giraldo, 2015).

In the strengthening of writing, teachers have in their hands a great

responsibility and it is to investigate and be in search of strategies that

awaken that creative, dynamic and innovative spirit that allows them

to strengthen their writing process. Responding to the demands and

needs demanded by society, in the search for a comprehensive

education, given the transversality of writing in all educational

processes. Other contributions to take into account in the

strengthening of children's writing are that in the act of writing "weak

points to be reinforced, strong points to be exploited" are

discovered. The work you do and the knowledge you gain from it will

give more strength to your writing, will make your sentences more

precise, your reasoning will be more powerful, and will improve their

structure" (Miró, 2011, p. 11). It has been proven that writing ability is

"an epistemological instrument of learning. Writing is learning and we

can use writing to better understand any subject" (Cassany, 1993, p.

32) (Giraldo, 2015).

Writing has great relevance in the progress of humanity; in addition

to contributing to communication, it also serves to record the facts

that have been lived; it strengthens not only critical thinking, but also

the ability to solve problems. Hernández, Castañeda, Gómez and

Domínguez (2003) state that: "the school should be the space where

the student puts into practice the exercise of writing, and what better

way to do it than telling about his or her experiences, within the daily

life of the classroom? If there is a need to develop writing skills, it is

the educational environment that is called upon to provide this space,

and this should be done in a deliberate and systematic manner, and

not as isolated activities within the classroom" (p. 4).

All of the above is summarized in a single place called school, in which

the teacher plays an important role in teaching-learning, energized by

valuable aspects that must have in front of the challenges faced day

after day, a committed and creative attitude towards what is taught in

any domain of knowledge, by very remarkable aspects where students

find the feeling, the enjoyment, the enjoyment of that space to

develop all those skills and abilities in the process of writing.

For Marinkovich and Poblete (2000), writing is a complex mental

activity composed of a process that uses cognitive and metacognitive

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strategies for its elaboration. It must awaken in the student not only

an interest, but also a curiosity and have meaning. "Only then will it

develop not as a skill that is executed with the hands but as a truly

new and complex form of language" (p. 123). For the authors, it is an

activity that has two components. The first of these are the actions

which constitute "the process subordinated to the representation that

it has of the result to be achieved, that is, the process subordinated

to a conscious end" (Baquero, 1996). The second are the operations

which, according to Cassany (1999), are "cognitive, linguistic, and

sociocultural operations that make the writing production process

possible" (Cassany, 1999).

Playful strategies as teaching-learning tools help students to develop

their creativity. According to Cañizales (2008), "they are teaching

methods of interactive and dialogic character, stimulated for the

ingenious and pedagogically consistent use of methods, exercises

and didactic games specifically established to form significant

learning both in terms of knowledge and in skills or social

competences" (p. 7). On the other hand, for Díaz and Hernández

(2002), "they are instruments with the help of which learning and

problem-solving activities are enhanced".

Learning strategies are seen by Pressley et al. (1985) as a set of

instructions that help to achieve certain ends in the learning process.

For Selmes (1988) "they are procedures that are applied in an

intentional and deliberate way to a task and that are not reduced to

automated routines". According to Sánchez (2011), these strategies

allow students with greater or lesser degrees of intelligence to

overcome their difficulties. The teacher plays an important role

because he/she is in charge of stimulating them to develop their own

strategies and improve their academic performance.

For Sánchez (2007), theater in children's life has great didactic value

because it has always had an educational social function. This author

also argues that dramatization occurs in a personal, collective or social

way, as well as an interpersonal interaction with ludic-pedagogical

purposes. He also infers that there is an intermediate stage between

play and theater and that is drama, both of which contribute to the

integral formation of the individual. Motos (1996) elaborated a graph

of how theater contributes to the child's development, starting from

naturalness to something more technical on the one hand and from

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play to the artistic on the other, placing symbolic play in first place,

then dramatic play, then role-playing and finally theater. In this same

line, for Tejerina (1994) there are three dramatic stages in this infantile

evolution: in the first, symbolic play, in the second, dramatic play or

dramatization, and in the third, theater.

Theater is an artistic resource where experiences are represented in

which infants are part of various personifications whose

representation techniques become games that favor personification,

elements such as body expression, gestures, voice, relaxation, among

others, are enriching experiences for the child. Domínguez (2010,

p.53) defined children's theater as "an artistic, corporal and verbal

representation that encompasses those written plays directed and

acted with children".

Methodology

This study is a field research since data will be collected directly from

the studied reality where the events occur and these data are neither

controlled nor manipulated (Palella and Martins, 2010, p. 88). It also

studies the social phenomena where they occur. In this type of inquiry

the researcher does not manipulate the variables for greater validity

of the information. Due to the nature of the instruments that will be

used to collect the information, it is qualitative in approach since the

data collected are not quantifiable, but qualitative, such as participant

observation, semi-structured interviews, qualitative survey, among

others (Hernández Sampieri, 2014).

The design for this work according to Kemmis and Mctaggart (1992)

is Action Research (AR) which is a form of inquiry that produces a

reflection initiated by collaborators in social contexts with the purpose

of exercising justice seeking a change in their social or educational

praxis. By using reflection in their work, teachers turn their classes into

a laboratory to make didactic innovations; this AI applied to the

improvement of pedagogical practice constitutes Pedagogical Action

Research (Pedagogical AI). In the same sense, for Kemmis and

Mctaggart (1992) Action Research "aims to improve education

through change, and to learn from the consequences of change". This

is the change pursued by innovating a playful strategy through theater

for fourth grade students to improve their textual production.

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The population under study is composed of the students of the

Instituto Alegría de Saber, who are three hundred (300) students

enrolled in the different levels from preschool to fifth grade. The

sample is represented by 18 fourth grade students aged nine (9) and

ten (10) years old. Within this population we find children from

different strata, where 10% of the students pay pension and 90%

belong to the district's scholarship plan. Due to the economic

situation of their parents, some of them are employees of nearby

companies and others make a living from commerce and other

activities. The educational institution has eight teachers with degrees

in different areas of knowledge, three of them work in preschool and

five in elementary school (1st-5th grade); these teachers rotate by area

and are in charge of group management.

According to Latorre (2003) Action Research "is configured in four

moments or phases: planning, action, observation and reflection. The

moment of observation, the collection and analysis of data in a

systematic and rigorous manner, is what gives it the status of

research".

In this research, the Writing Processes Evaluation Battery (PROESC)

(Cuetos, Ramos & Ruano, 2002), the interview, participant observation

and the qualitative survey were chosen as data collection techniques.

For this research, a data collection instrument will be used for each of

the stated objectives. For the first objective, which seeks to evaluate

the students' writing level, six (6) tests were used, which include the

command of spelling rules, accentuation and phoneme-grapheme

conversion, the use of capital letters and punctuation marks,

knowledge of arbitrary spelling, and the planning of narrative and

expository texts. For the second objective, which has to do with the

design of the proposal, interviews were conducted through

questionnaires in which semi-structured questions were consigned

(Rodríguez, Gil and García, 1999). For the third objective, which deals

with the implementation, the field diary was used. For the fourth

objective, an interview was used. The instrument will be composed of

a questionnaire of open-ended questions that will seek to explore

meanings (Fink, 2003, p. 61).

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Results

In accordance with the first specific objective projected for this

research, which sought to determine the writing level of the students

in the sample, the PROESC battery was used as a technique and six

(6) tests were applied as a data collection instrument. The PROLEC

Battery was elaborated to evaluate the domains of phoneme-

grapheme conversion rules, knowledge of arbitrary spelling, mastery

of orthographic rules, mastery of punctuation rules, use of capital

letters, use of punctuation marks, ability to plan a narrative text, and

ability to plan an expository text.

After applying the battery in the eighteen (18) students of the sample,

in the first test that consisted of the dictation of twenty-five (25)

syllables that try to reflect the main syllabic structures such as CV, VC,

CVC, CCV, CCVC, CVVC, and CCVVC; for this test all the students

were evaluated in low level. In the second test which consisted of

dictation of twenty-five (25) words each in two lists A and B. List A

dictated words of arbitrary spelling and list B dictated words that

follow the spelling rules (Chacón, 1997) such as "m before p and b";

"r after n, l and s"; "h" in words beginning with "hue"; words

beginning with "bus and bur"; "y" at the end of words when it does

not carry the accent; "b" in verbs ending with "bir"; "v" in all

infinitives ending with "ervar"; in verbs ending with "aba"; "j" in

words ending with "aje"; "ll" in words ending with illo; "v" in

adjectives ending with "ava"; and "b in words ending with "bilidad".

The tests follow the same pattern of behavior resulting in the low

level.

The third test consisted of pseudoword dictation, consisting of

twenty-five (25) invented words, the last fifteen (15) of which are

subject to orthographic rules. In this test the same behavior continues,

the low level predominated. The fourth test consisted of dictation of

sentences in which the children were dictated eight (8) sentences, two

of them interrogative and one exclamatory in which proper nouns and

accented words appear. For the fifth test, the children were asked to

write a story or tale, whichever they preferred. For the sixth and last

test, they were asked to write an essay about a known animal. In each

of the previous tests, the level was low.

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For the second objective, which was to design a ludic-pedagogical

proposal that awakens interest and motivates fourth grade students,

an interview with students, parents and teachers was used as a

technique to collect information in order to build a ludic-pedagogical

proposal through theater. The population formed by children, parents

and teachers, agreed that theater motivates and helps to overcome

fears, it also contributes to a better oral expression and the novelty is

that theater improves the writing process. In the voices of the

interviewees, the genre that is best known is comedy since they relate

it to the videos of social networks such as Tik Tok. They also agreed

that electronic equipment such as television, computers and smart

phones among others could be of great help for the strategy; a

teacher expressed that puppets would be a good innovation tool for

the strategy; some participants showed their interest in the

combination of theater with music in musicals and opera to improve

oral expression; others agreed that drama could be well received,

especially because they relate it to videos and short films that are

observed in social networks or the famous Korean "doramas".

For the third objective, which is the implementation of the ludic-

pedagogical proposal "Playing, I write and act", there was a lot of

acceptance and motivation among the participants, so much so that

they decided to make an improvised play among all of them before

carrying out the activities prior to the staging; however, there was a

factor that limited the research and that was the time factor. Some

children were motivated, concentrated and attentive when writing.

This time they were putting into practice the known spelling rules.

Their concentration in the activities was excellent, that is to say, there

was so much motivation that their concentration said everything

about their interest in carrying out the activity, it can be added that

the creativity in the imagination of the scripts was formidable. The

evaluation, which was the fourth objective, was unanimously favorable

to the proposal, since all the participants concluded that the

implementation of the proposal was excellent.

Playful-pedagogical strategy "Playing I write and act”

Revista Científica Interdisciplinaria Investigación y Saberes , / 2023/ , Vol. 13, No. 1

Table 1.

Coding of categories - data reduction

Participant

Sample

Protocol/ Descriptive Unit/

Transcription

Thematic

unit/category

I consider that the strategies are

very important in the writing

process of children because

through it we can advance in their

academic performance, for

example, as dictations, sheets with

drawings, drawings alluding to the

consonant by which we are going

to teach the child in their writing

and teach them to read.

SC1. The writing

process

Yes, yes ma'am because it helped

me to improve my learning. The

most important or meaningful thing

for me was having to share the

experience of sharing with my

peers and performing with each of

them.

Yes, because it made me improve

my writing

Yes, it was a lot of fun and

enjoyable.

Yes, as it helps them develop their

skills and improve their writing.

SC2. Collaborative

work

From the strategy I liked the

creativity that they were and the

spontaneity they had to create the

character and the memory they

used and the ability that they were

enabled to create those characters.

The theater we talk about is a

teaching tool for the development

and creativity of our children also

interpretation and above all

manage a lot of memory and

SC3. Creativity and

spontaneity

SC4. Theater as a tool

for the development

of creativity.

Playful-pedagogical strategy "Playing I write and act”

Revista Científica Interdisciplinaria Investigación y Saberes , / 2023/ , Vol. 13, No. 1

speech and their creativity as I

mentioned before.

Yes, I would use this strategy

because it is a very broad strategy

where I can develop several

activities and I can get to know the

children better and they can

interact with me and I can get to

know them better and interpret

their needs.

So that he learns about what he has

done and loses his fear, because

the more he is in the theater, the

more he loses his fear.

SC.5. Theater as an

emancipator of fear

Table 2.

Categorization results

Thematic

unit/category

Core Theme/Axial