Implementation of moving stories in Pre-School Education in children with and without disability

Abstract

This article proposes an educational innovative consistent experience in implementing moving stories with visual support in a classroom of Preschool Education. The design of the stories is based on the interests of the children, being important an observation and previous knowledge, organizing the space and the necessary material. The story is accompanied of visualization of images projected in digital slate and the children proceed to the execution of the actions requested in the narrated argument. A questionnaire is elaborated to evaluate so much the different areas of development (personal-social, adaptative, communicative, cognitive and psychomotor) as the implementation of the meetings concluding that the motive story is a playful, flexible resource, with possibility of adjustment to the needs of the student body; it reduces relational bows; it offers experiential learning and promotes the autonomy; the interest of the children wakes up with and without disabilities as well as that the utilization of the visual support helps them to visualize and understand the story of the story and the action to exercise.