<p>This article presents the results of the research project entitled Transmedia narratives: Teacher, childhood, and communication, which aimed to identify the incidence of transmedia narratives in the communication of pre-kindergarten to preschool children at the Universidad Pedagógica y Tecnológica de Colombia. This study was developed using the action-participation research methodology, which emphasizes reflexive exploration generated from pedagogical practices. The paper concludes that when the teacher articulates different media through transmedia narratives as a didactic strategy, children reaffirm their identity by being recognized as prosumers and constructors of subjectivity, through vital experimentation and personal forms of language expression and communication.</p>