Writing and reading in children's education: the corner of messages in a three-year-old classroom

Abstract

The approach to reading and writing in Early Childhood Education is an issue that usually generates debate regarding performance in classrooms. The objective of this work is to provide a didactic proposal in accordance with the socio-constructivist approach typical of the curricular framework and suitable for a specific classroom of the 3-year course. To this end, the available bibliography on the approach to reading and writing in Early Childhood Education and the current curricular framework has been reviewed; The context of a 3-year-old classroom and the characteristics of the teaching practice carried out there have been investigated. The results have allowed us to identify some needs that exist in the classroom in relation to the approach to reading and writing, an issue that has been key to designing a didactic proposal that tries to resolve these needs.