Resumen en inglés

Playful strategies in the educational field are considered a fundamental tool for the teaching process, due to the fact that their implementation in the classroom generates significant contributions to the learning of students in their first years of training. The objective of this research was to identify the strategies used by transition grade teachers of the Andrés Rodríguez B Educational Institution, San Roque Campus for the teaching of literacy. The methodology used was a qualitative approach and is approached from a case study. Regarding the results and findings, it was found that teachers have extensive knowledge about the concept of playful strategies and present arguments about how important they are for preschool education; however, it was revealed that in the planning of the class they make little use of ludic strategies to teach the reading and writing process to the student. Therefore, it is suggested to implement playful activities more frequently that help in the teaching of reading and writing, since it is a good alternative for pedagogical praxis.