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Abstract
This thesis substantiates a methodology for developing early media literacy skills in preschool children. The study aims to design a didactic approach that fosters perception of media messages, basic differentiation, and initial elements of critical thinking. The methodology employs observation, pedagogical experimentation, age-appropriate task design, and diagnostic criteria. Scientific novelty lies in proposing an age-adapted bank of media situations and a set of assessment indicators to support systematic instruction in preschool settings.
References
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