Literacy practices and didactic situations to favor early preschoolers’ literacy

Abstract

his article retrieves results of the exploratory phase of didactic research work which seeks to help preschoolers approach initial literacy by resuming literacy practices. The objectives were to select literacy practices with the support of digital resources to be incorporated into the design of didactic situations and to apply the situations designed, assessing their relevance. The Theory of Didactic Situations (TSD) was adopted as a theoretical-methodological route. Two groups of preschoolers participated, one for application and the other for comparison. Both groups were evaluated (before and afterwards) to identify their level of conceptualization of the written language. The literacy practices selected for the didactic situations were reading narrative texts, playing the lottery and playing “hangman”. The situations were developed for three months with the application group. The qualitative analysis of the results was supported by Atlas.ti. There was some advancement in their level of conceptualization of the written language in both groups, though progress was greater in the application group. The didactic situation focused on reading narrative texts in digital format. Writing words was the most attractive activity, and allowed for reflection on the written language.