La expresión escrita como práctica liberadora en la infancia: Estrategias pedagógicas significativas para el reconocimiento del pensamiento y las experiencias de los niños y niñas de 402 de la IED Rafael Bernal Jiménez

Abstract

The research was grounded in the framework of the Educational and Pedagogical Practice within the Language, Creation, and Communication Specialization of the Early Childhood Education Degree, guided by a series of key questions that shaped the project’s approach: Why not imagine a world for children written by themselves, based on their experiences, fantasies, emotions, and thoughts? How does creative writing influence the recognition of the world from a child’s perspective? How important are literature and creative writing as means for children’s free expression? What strategies can we promote in the classroom to enhance children’s communication skills while acknowledging their view of the world? Based on these questions, this monograph was developed with the main objective of giving visibility to children’s representations of the world, their experiences, needs, and sensibilities through strategies such as the implementation of literature and free, creative writing. In summary, the findings of the research allowed us to conclude that the promotion of free and creative writing constitutes a meaningful and transformative pedagogical strategy that strengthens children’s authorship, subjectivity, and free expression, provided that affective, aesthetic, and respectful environments are fostered within their contexts. This reaffirms the importance of bringing children closer to children’s literature as a means to explore language, imagine new worlds, and construct meaning from their own experiences.