Cómo enseñar a leer a través del arte

Abstract

In the field of early childhood education, a holistic approach is promoted that encompasses the four core activities of early childhood: art, play, literature, and exploration of the environment. These dimensions are understood not only as teaching strategies but also as ways of creating knowledge and developing fundamental skills for life and learning. This approach necessitates understanding the theoretical and methodological foundations that allow for the integration of art education with early literacy processes, recognizing art not only as a means of expression but also as a path to constructing meaning, strengthening communication, and stimulating symbolic thinking in childhood. It is important to consider that, before the age of five, children are in a readiness stage, in which they begin to associate, identify, and recognize different letters, sounds, and words within their everyday environments. This process, more than mechanical, is sensory and experiential, which is why it requires flexible and meaningful methodologies. On the other hand, art is a fundamental component in the development of individuals' cognitive, social, and cultural processes. However, in many educational contexts, it continues to be considered merely an extracurricular activity, relegated to a secondary role within the school curriculum. This view limits its potential as a pedagogical tool capable of positively impacting multiple dimensions of child development, including the construction of imagination, the strengthening of communication skills, and the processes of reading and writing