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Abstract
This research explores the influence of multisensory experiences on the development of literacy skills in children aged 2 to 4 years in a non-formal educational setting, with the aim of analyzing how the playful activities proposed in five different rooms, based on storytelling, sensory material manipulation, and the use of technology, can stimulate participation, curiosity, and understanding in the literacy process. This exploratory, descriptive, and non-experimental study was conducted by combining quantitative and qualitative approaches with the use of techniques such as direct observation and surveys. The results revealed that the activities developed favored the link between lived experience and the symbolic world, improving children's comprehension of stories and recognition of figures, animals, and characters, and motivating their interaction and attention. For their part, the accompanying teachers' perceptions positively assessed the effectiveness of the strategies, their applicability in the classroom, and their potential as pedagogical resources. In conclusion, this study contributes to the field of early childhood education by providing practical evidence of the use of multisensory materials to stimulate motivation, participation, and comprehension in children's literacy process.
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