The development of initial reading in early childhood helps to expand the learning capacity in all areas, this is why, based on the students’ difficulties evidenced in these ages with respect to the reading process, the objective of this research is to strengthen the initial reading process in kindergarten students through the nursery rhymes as a didactic resource. This type of research is AR (action-research) along with a socio-critical paradigm that involves qualitative approach. The design is descriptive based on the analysis of the data collected. It is developed at José Martí IED school, branch D afternoon shift, located in Bogotá city; 15 kindergarten students are part of the target population. The Pre test evidenced that there are aspects of language and the DBA attention and memory that are at a basic development in these students. These results are triangulated with the students, parents and teachers’ surveys in order to formulate the intervention. Regarding the results from the Post test, these students reached significant achievements in a natural and spontaneous way, due to the cognitive strengthening that occurred within the intervention and implementation of the nursery rhymes as a didactic resource. It is due they favor not only the initial reading processes, but also they have an impact on the different dimensions of the student, improving social and cognitive skills, as well as it leaked out their families and other actors of the educational community. As a conclusion, the use of nursery rhymes as a didactic resource allows the strengthening of the needed skills for early childhood reading process.