Playful technological strategies to improve literacy in preschool children.

Abstract

This study aims to demonstrate the positive effect of playful technological strategies in the improvement of literacy in kindergarten children. It adhered to the positivist paradigm, adopting an explanatory approach that implies a deep immersion in knowledge and the search for answers in relation to the investigated phenomenon. A quasi-experimental design was selected with pre-test and post-test for the control and experimental groups, using as units of analysis the 35 children belonging to the educational unit of Canton La Concordia. Descriptive and inferential methods were used in the data analysis. It was possible to conclude that the technological ludic strategies implemented generated a significant impact on the development of the children's reading and writing skills.