Tale as a pedagogical strategy to develop negotiation capacity in preschool students’ conflict solving

Abstract

This study was conducted by preschool pre-service teachers and focuses on uncommonly researched topics such as: students’ strengths and classical and contemporary resources. The use of tales, with third graders from a public kindergarten from the city of San Luis Potosi, as a systematic didactical strategy to encourage comprehension processes to understand the negotiation concept and problem solving is described, analyzed and its results presented here. A carefully selected tale, its reading and reflection in the group were the core points in this research carried on in three phases: exploration, identification and internalization. Infant learners worked following instructions and were able to develop metacognitive processes and worked collaboratively to achieve a common objective. Besides experts’ comments, validity and trustfulness of the instruments used, the favorable impact of this strategy in pupils’ learning, the necessity of innovating in current pedagogical practices and the usefulness of tales as a well-known but not well-used today were appreciated.