Implementation of a Workshop on Designing Language – Based Play Activities for Preservice Early Childhood Teachers

Abstract

This study stems from the importance of language as the foundation for communication and future literacy processes in early childhood, and from the recognition that pre-service early childhood education teachers play a key role in fostering this development through their work as student teachers in classroom settings. The objective was to strengthen the design of playful activities aimed at language comprehension and expression among students in the Early Childhood Education program. To this end, a qualitative approach based on action research was employed, which allowed for inquiry and participation in the design of a practical workshop grounded in reality, using teaching strategies regularly applied at this educational level. Meanwhile, the research results showed that the students have a clear pedagogical intent and a playful approach when designing an activity; however, there is a degree of mechanization despite the wide variety of strategies. Nevertheless, the workshop experience fostered the diversification of proposals, creativity, and critical reflection on the teaching role through feedback and collaborative work, enabling the design of relevant, inclusive, and play-based activities oriented toward significant contributions to language development.