Cuentos que se mueven, emociones que se leen

Abstract

The internship carried out with grade 301 became a formative and transformative experience, centered on the implementation of a pedagogical proposal based on motor stories and reading aloud as strategies to strengthen students’ reading comprehension and socio-emotional skills. The process was structured in phases that included an initial diagnosis to recognize the individual and collective characteristics of the group, the design and development of pedagogical workshops that integrated language, body, and emotion, and a meaningful closing that allowed for the evaluation of the learning achieved. Throughout fifteen sessions, dynamic, creative, and participatory spaces were promoted in which children explored reading through orality, body expression, dramatization, and the creation of their own stories, consolidating learning in an active and experiential way. The findings showed progress in reading comprehension at both literal and global levels, greater fluency in reading aloud, and a progressive strengthening of self-esteem, emotional security, and emotional expression essential aspects of integral development. Although significant achievements were observed, challenges also persisted related to sustained attention, emotional regulation, and the need for further support in reading fluency. At the institutional level, the proposal contributed new ways of learning and expressing within the classroom, linking children’s literature with the body, play, and creativity, and generating an atmosphere of trust, enjoyment, and active participation. For teaching practice, the experience represented an opportunity to refine planning, classroom management, adaptability, and pedagogical leadership, reaffirming the importance of inclusive, sensitive, and meaningful proposals in early childhood education. In conclusion, this internship not only answered the guiding questions posed demonstrating that motor stories and reading aloud are powerful tools to enrich reading comprehension and foster socio-emotional development but also opened new questions about how to sustain these processes over time and involve families and the community more actively in strengthening students’ learning and emotional growth.