Vinculación de la familia en la alfabetización emergente de niños y niñas de educación inicial a través de la lectura compartida

Abstract

The research entitled Linking the Family in the Emergent Literacy of Early Childhood Education Children through Shared Reading, analyzed how families manage to recognize shared reading as a scenario to participate in the initial literacy of their children. It is based on the recognition of the perceptions, attitudes and practices that, among families and teachers, circulate around initial literacy and the family as a scenario that promotes reading situations with children in early education; its analysis in the light of the approaches on initial literacy of authors such as Flórez, Restrepo and Schwanenflugel, P (2007), Villalón (2006) and Borrero (2008) led to determine shared reading as the axis for the design and implementation of the pedagogical strategy called Proyecto Creciendo Entre Letras as a proposal that promotes the involvement of families in the practice of shared reading with children between 4 and 5 years of age in the kindergarten grade of Colegio Miguel de Cervantes Saavedra IED. Finally, a comparison is made between the perceptions, attitudes and practices of families and the recognition they give to their role in children's literacy derived from their participation in the implemented strategy.