Children's Poetry as a Teaching Tool for Strengthening Communication and Textual Production

Abstract

Children's poetry has served as a teaching tool in primary school learning, since its use encompasses artistic aspects involving the visual, phonetic, and textual, with the aim of improving students' textual production and communication, thanks to the creativity with which these texts are composed. This research project was carried out using a qualitative approach with phenomenological methodology in order to analyze the benefits of implementing children's poetry in the classroom. It was based on a non-experimental design, with an interpretive paradigm, and was applied to third-grade students at Monseñor Jaime Prieto Amaya School in the city of San José de Cúcuta. The instruments used were a classroom observation form and a semi-structured interview with twelve questions.