Games as a pedagogical strategy in the development of phonological awareness: el caso del Juego trinca mágica

Abstract

This study aimed to evaluate the effectiveness of the “Magic Trio” game as a didactic-diagnostic resource in the development of phonological awareness in children with learning difficulties. Six 5th-grade elementary school students participated, with different levels of mastery of oral and written language, previously referred by their teachers due to persistent difficulties in written language, along with two Pedagogy students from the Institutional Teaching Initiation Program (PIBID). Eight pedagogical interventions were carried out over two months, with this report highlighting the use of the “Magic Trio” game. The results indicated that the “Magic Trio” stimulated metalinguistic reflection on speech sounds and contributed to the children’s socio-emotional development, strengthening bonds among peers and promoting the inclusion of initially unmotivated students. The analysis showed that such progress did not result from the playful approach alone, but from continuous pedagogical mediation, adaptation of the rules, and attentive listening by the PIBID participants to the children’s needs. It is concluded that the “Magic Trio” proved to be a resource that supports the construction of phonological awareness, as long as it is used in pedagogical practices mediated by the educator’s active role.