Resumen

RODRIGUEZ HERNANDEZ, Blanca Araceli; ORTIZ MARTINEZ, Daniela  y  GARCIA MEJIA, Karina Paola. Teaching Argumentation in Preschool: Development of a Didactic Sequence. Prax. Saber [online]. 2024, vol.15, n.43, e16633.  Epub 29-Mayo-2024. ISSN 2216-0159.  https://doi.org/10.19053/uptc.22160159.v15.n43.2024.16633.

Oral argumentation is a discourse that children develop from an early age in their everyday interactions inside and outside of school. However, literature shows that there is little didactic work in this regard. This research aimed to design, implement, and evaluate a didactic sequence with preschool children to develop oral argumentation skills through a discussion forum. Socio-discursive interactionism is taken as a theoretical reference to support the conception of language teaching. The methodology recovers results from didactic work on argumentation in preschool-aged students and psycholinguistic studies on oral argumentation in early childhood. The results of the intervention show a substantial rise in the students' application of argumentative strategies during the final evaluation. This increase is attributed to the development of the didactic sequence, specifically the interactions that occurred in the discussion forums held during each workshop. Furthermore, these results offer beneficial pedagogical insights for the initial teaching of argumentation in basic education.

Palabras clave : teaching; spanish language; argumentation; preschool education.

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