Publicación: La cotidianidad de la familia y su aporte al proceso de alfabetización inicial de niños y niñas
Portada
Citas bibliográficas
Código QR
Autores
Director
Autor corporativo
Recolector de datos
Otros/Desconocido
Director audiovisual
Editor/Compilador
Editores
Tipo de Material
Fecha
Cita bibliográfica
Título de serie/ reporte/ volumen/ colección
Es Parte de
Resumen
This research reveals how the daily life of families contributes to the initial literacy process of boys and girls during early childhood, having as its main basis the family-school alliance where the wealth that exists within the family and which is given day by day, feeds the processes of approach to the written language and the acquisition of the conventional code. The school sometimes ignores and does not recognize the elements that occur in the family and that can enrich the work of the school itself. Doing a joint work in the formative processes of boys and girls considering that the presence of the family takes on a fundamental role as the first actor of socialization, there is a prevailing need to promote the family-school alliance, being fundamental for early childhood the positive and harmonious relationship between the two. The following study is carried out with the population of boys and girls of the Transition degree of the Rodrigo Lara Bonilla School. It is of a qualitative type with a Research - Action - Participative approach and uses Mary Carmen Diez, Rita Flórez, María Adelaida Restrepo, Paula Schwanenflugel, Malva Villalón, Secretary of Education of the Capital District of Bogotá and the Ministry of National Education as theoretical references. Who contribute with their research in the understanding of initial education, initial literacy and family-school bonding. As a technique for data collection, semi-structured surveys applied to parents and transitional teachers were used, from this analysis it is possible to draw as conclusions that: boys and girls in their daily lives with their family are in constant relationship and access to practices that promote initial literacy; It is necessary for the school to begin to identify and value the knowledge that each family has and to link it to the proposed experiences; the pedagogical practice of the teachers is transcendental in the development achieved by boys and girls in school; The family-school link favors the emotional support necessary to access written culture, the cultural heritage becomes a resource that the family has and which the school can draw on in its proposals. In general, this investigative exercise highlights the role of the school in empowering families and linking their knowledge in pedagogical experiences to guarantee positive results.