Analysis of the interdisciplinary methodological context in Pre-school Education for the promotion of reading
Abstract
The various international studies conducted about Reading competence highlight the keen interest that the educational community has in promoting reading; nevertheless, the results obtained have brought to light a discouraging situation in Spain in regard to the rest of the countries evaluated. Moreover, the data collected in various surveys and measures associated with Spanish cultural practices connect the consolidation of the reading habits of individuals with their training and cultural concerns. Therefore, being aware of the importance of education since its inception and the globalizing nature that must prevail in it, the present research aims to study the didactic possibilities offered by a literarymusical methodological approach in Pre-school Education, in order to pursue a consequent Reading motivation in successive educational stages.
A mixed methodology is used in this research study, combining a non-experimental design of a quantitative nature, concretized in a survey-type study and an interpretative-phenomenological design of a qualitative nature. 26 Pre-school students, 26 families of students and 213 teachers participated in the study. By means of various instruments and techniques, methodological triangulation was sought: two questionnaires for Pre-school teachers and the families of the students (data analyzed with the SPSS V19 program) and direct observation of the teaching sessions (information analyzed with the program ATLAS.ti V6.2.28).
Finally, the results obtained show from different perspectives the depth of the reality studied and point out the opportunity to promote interdisciplinary literary-musical methodological approaches, related to a connected and integrated learning already explicit in the curriculum of Pre-school Education, and focused on the improvement of the curricular designs of the later educational stages.
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