Alphabetic code method of literacy for the second year of Basic Education in Ecuador

Abstract

The alphabetic code method is of great importance in the context of Elementary Basic Education, based on the constructivist model. The objective of the article was to socialize about the relevance of the alphabetic code method in the teaching-learning process of literacy in the second grade of Basic Education, using a playful strategy. The methodology used was mixed, using theoretical methods, such as historical-logical, inductive-deductive, modeling and the systems approach, empirical and statistical, which allowed us to base the topic addressed and know the current state of the literacy process in the population and selected sample. A playful strategy was then designed based on the alphabetic code method, for literacy in the second grade of the aforementioned educational institution. This strategy included various teaching resources such as the mobile alphabet, proposed by María Montessori and its implementation in educational practice. The proposed recreational strategy was theoretically validated through the consultation of specialists, thus demonstrating the relevance of its introduction in educational practice, with which it was proven that the alphabetic code method contributes to the strengthening and development of skills, abilities, abilities, attitudes, aptitudes and competencies of students in the area of reading and writing.