Methods, didactic strategies, and educational experiences with ICT for pre-reading in childhood

Abstract

Background: Learning pre-reading skills through formal education in early childhood is vital for a child’s future personal and professional development. In this regard, integrating appropriate teaching methods and didactic strategies with the support of information and communication technologies (ICT) can facilitate this phase in the development of reading skills.

Aim: To conduct a systematic literature review (SLR) to investigate and analyse the scientific and academic production of methods, didactic strategies, and educational experiences with ICT applied to pre-reading development in children aged 3 years to 5 years.

Method: This study was carried out through an SLR, involving eight steps that enabled the systematic and structured selection, evaluation, and analysis of qualitative research located in Scopus and Google Scholar, using quality criteria systematically and structurally.

Results: The selected and analysed studies correspond to the period 2017–2022, responding to the research questions raised in this work. Notable methods include Global, Doman, Geempa, Montessori, and synthetic, among others. The integration of interactive stories, songs, images, role-playing, dramatisations, visual cards, and other strategies was highlighted to enhance pre-reading learning. Research demonstrates their importance in promoting pre-reading activities through the use of digital tablets, multimedia resources, e-books, and applications.

Conclusion: The utilisation of suitable didactic methods and strategies, coupled with the implementation of educational practices involving ICT, enhances the pre-reading process in preschool children.

Contribution: An amalgamation of methods, didactic strategies, and technological resources, transferrable to diverse contexts, facilitates the development of pre-reading skills in early childhood.