Dramatización de cuentos tradicionales y su impacto en competencias comunicativas infantiles en Abancay

Dramatization of Traditional Stories and Its Impact on Children's Communicative Competencies in Abancay

Contenido principal del artículo

Autores/as

Las competencias comunicativas infantiles son un conjunto de habilidades que permiten a los niños expresar ideas, emociones y necesidades. Por consiguiente, esta investigación tuvo como objetivo determinar si la dramatización de cuentos tradicionales que contribuye al logro de las competencias comunicativas en niños de una institución educativa. La investigación fue desarrollada bajo un enfoque cuantitativo, de alcance descriptivo. Tras implementar 12 talleres de dramatización con 23 niños de 5 años en Abancay, los resultados evidenciaron una reducción drástica en el nivel inicio de competencia comunicativa global (del 91.3% al 4.3%). Inicialmente, 82.6% (n=19) de niños tenía dificultades expresivas. Tras la intervención, solo 4.3% (n=1) persistió. 69.5% (n=16) alcanzó nivel competente: 56.5% (n=13) logro esperado y 13.0% (n=3) destacado. Se concluye, que la dramatización de cuentos tradicionales resultó ser una estrategia pedagógica integral para fortalecer las competencias comunicativas en la primera infancia, trascendiendo el desarrollo lingüístico básico hacia habilidades creativas, socioemocionales y cognitivas complejas.

Children's communicative competencies encompass skills enabling expression of ideas, emotions, and needs. Therefore, this research aimed to determine whether the dramatisation of traditional stories contributes to the achievement of communicative competences in children in an educational institution. After 12 workshops with 23 children in Abancay, global communicative competence at the initial level dropped from 91.3% to 4.3%. Initially, 82.6% (n=19) had expressive difficulties; post-intervention, only 4.3% (n=1) remained. 69.5% (n=16) achieved competence: 56.5% (n=13) expected mastery (intonation/gestures/fluency) and 13.0% (n=3) outstanding mastery (spontaneous coherent discourse). Traditional story dramatization proved a holistic pedagogical strategy, advancing linguistic, creative, socioemotional, and cognitive skills in early childhood.

Detalles del artículo

Cómo citar
Sullo Gomez , J. C., Curi Montesinos , S., & Coacalla Castillo , C. E. (2026). Dramatización de cuentos tradicionales y su impacto en competencias comunicativas infantiles en Abancay. Revista Tribunal, 6(14), 207-220. https://doi.org/10.59659/revistatribunal.v6i14.323
Número
Vol. 6 Núm. 14 (2026): Tribunal. Revista en Ciencias de la Educación y Ciencias Jurídicas. Enero – Marzo 2026
Sección
Artículos de Investigación
Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Cómo citar

Sullo Gomez , J. C., Curi Montesinos , S., & Coacalla Castillo , C. E. (2026). Dramatización de cuentos tradicionales y su impacto en competencias comunicativas infantiles en Abancay. Revista Tribunal, 6(14), 207-220. https://doi.org/10.59659/revistatribunal.v6i14.323

Referencias

Alasmari, N., y Alshae’el, A. (2020). The Effect of Using Drama in English Language Learning among Young Learners: A Case Study of 6th Grade Female Pupils in Sakaka City. International Journal of Education and Literacy Studies, 8(1), 61-73. https://doi.org/10.7575/aiac.ijels.v.8n.1p.61

Altweissi, A. (2022). The Effect of Using Educational Drama on Developing Speaking Skill of the Sixth Graders in the English Language. The Universal Academic Research Journal, 4(1), https://dergipark.org.tr/en/pub/tuara/issue/63599/948980

Armesto, M. A., Neira, M. del R. P., Pasarín, T. L., y Rodríguez, C. (2024). A drama-based intervention to improve emotional intelligence in early childhood education. European Journal of Psychology of Education, 40(1), 13. https://doi.org/10.1007/s10212-024-00906-6

Blyznyuk, T., y Kachak, T. (2021). Effective means of formation of socio-cultural competence of junior school children. Mountain School of Ukrainian Carpaty, 25, Article 25. https://journals.pnu.edu.ua/index.php/msuc/article/view/5798

Canning, N. (2013). ‘Where’s the bear? Over there!’ – creative thinking and imagination in den making. Early Child Development and Care, 183(8), 1042-1053. https://doi.org/10.1080/03004430.2013.772989

Celume, M.-P., Goldstein, T., Besançon, M., y Zenasni, F. (2020). Developing Children’s Socio-Emotional Competencies Through Drama Pedagogy Training: An Experimental Study on Theory of Mind and Collaborative Behavior. Europe’s Journal of Psychology, 16(4), 707-726. https://doi.org/10.5964/ejop.v16i4.2054

Dawoud, L. Z. H. (2023). Effect of drama techniques on efl speaking fluency and accuracy. Journal of Southwest Jiaotong University, 58(6), Article 6. https://n9.cl/wdwf0y

Eldin, S. (2021). Investigating the Impact of Using Drama. International Journal of Novel Research in Education and Learning, 8(6), 35-54. https://n9.cl/w56qn

Elhuseny, A. E., Hassan, A. M., Muhammad, H. M., El Sayed, K. M., Youssef, M. A., Eltantawy, N. E., Muhammad, S. H., y Abdelhalim, Z. R. kamal E. (2024). Using Dramatization for Enhancing Primary School Students’ Oral Skills. Journal of Applied Research in Science and Humanities, 1, 144-154. https://doi.org/10.21608/aash.2024.377473

Faitaki, F., Liggins, S., y Murphy, V. A. (2025). Piloting a drama-based oral language intervention. First Language, 1-21. https://doi.org/10.1177/01427237251326982

Halim, A. U. (2008). Effects of Creative, Educational Drama Activities on Developing Oral Skills in Primary School Children. American Journal of Applied Sciences, 5(7), 876-880. https://doi.org/10.3844/ajassp.2008.876.880

Heath, S. B. (1982). What no bedtime story means: Narrative skills at home and school. Language in Society, 11(1), 49-76. https://doi.org/10.1017/S0047404500009039

Hu, Y., Li, R., Jiang, X., y Chen, W. (2024). The change in aesthetic experience and empathic concern predicts theory of mind ability: Evidence from drama improvisation training. The Arts in Psychotherapy, 89, 102167. https://doi.org/10.1016/j.aip.2024.102167

Iroh, E. O. (2022). Adaptation of drama to storytelling for classroom teaching: The modern training institute, Uyo experiment. UJAH: Unizik Journal of Arts and Humanities, 23(1), Article 1. https://doi.org/10.4314/ujah.v23i1.10

Laurin, S. (2010). The effect of story drama on children’s writing skills [Masters, Concordia University]. https://spectrum.library.concordia.ca/id/eprint/979297/

Lee, S.-R., y Hong, Y.-S. (2005). The effects of teaching English through storytelling with dramatization on the listening and speaking competence of children. English Language y Literature Teaching, 11(4), 305-333. https://n9.cl/ltqju0

Luo, S., Ismail, L., Ahmad, N. K y Guo, Q. (2024). Using process drama in EFL education: A systematic literature review. Heliyon, 10(11), e31936. https://doi.org/10.1016/j.heliyon.2024.e31936

Mahrous, S. (2019). Using Drama Techniques for Developing EFL Speaking Skills and Reducing Speaking Anxiety among Secondary Stage Students. ة , 35(11), 54-89 https://doi.org/10.21608/mfes.2020.99762

Mignolo, W. D. (2007). The rhetoric of modernity, the logic of coloniality and the grammar of de-colonialityFootnote1. Cultural Studies, 21(2-3), 449-514. https://doi.org/10.1080/09502380601162647

Miller, E., y Almon, J. (2009). Crisis in the Kindergarten: Why Children Need to Play in School. En Alliance for Childhood (NJ3a). Alliance for Childhood. https://eric.ed.gov/?id=ED504839

Neslihan, A., y Zeynep, K. G. (2024). Using Drama in English Language Teaching: Primary and Secondary. Novitas-ROYAL, 18(2), 183-203. https://n9.cl/dpdoo

Olaya, L. M. (2020). Los talleres de teatro para el fortalecimiento de la identidad cultural en estudiantes de primaria. Conrado, 16(75), 201-208. https://n9.cl/zy735

Oterino, L. L. (2022). Drama activities for the development of students’ oral skills in english. HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades, 11(4), Article 4. https://doi.org/10.37819/revhuman.v11i4.955

Pappas, C. C., y Pettegrew, B. S. (1991). Learning to Tell: Aspects of Developing Communicative Competence in Young Children’s Story Retellings. Curriculum Inquiry, 21(4), 419-434. https://doi.org/10.1080/03626784.1991.11075379

Prihatini, S. (2022). Incorporating drama in english classroom. EXCELLENCE: Journal of English and English Education, 2(2), Article 2. https://doi.org/10.47662/ejeee.v2i2.513

Schwenke, D., Dshemuchadse, M., Rasehorn, L., Klarhölter, D y Scherbaum, S. (2021). Improv to Improve: The Impact of Improvisational Theater on Creativity, Acceptance, and Psychological Well-Being. Journal of Creativity in Mental Health, 16(1), 31-48. https://doi.org/10.1080/15401383.2020.1754987

SIL. (2025). Quechua del este de Apurímac (Grupo 2C). ILV. https://n9.cl/mxk9z

Stamatopoulou, D. (2018). Empathy and the aesthetic: Why does art still move us? Cognitive Processing, 19(2), 169-186. https://doi.org/10.1007/s10339-017-0836-3

Tooby, J., y Cosmides, L. (2001). Does Beauty Build Adapted Minds? Toward an Evolutionary Theory of Aesthetics, Fiction, and the Arts. SubStance, 30(1), 6-27. https://muse.jhu.edu/pub/19/article/32290

Vygotsky, L. S. (1978). Mind in Society: Development of Higher Psychological Processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4

Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., y Golinkoff, R. M. (2018). The Power of Play: A Pediatric Role in Enhancing Development in Young Children. Pediatrics, 142(3), e20182058. https://doi.org/10.1542/peds.2018-2058