THE IMMERSION OF THE CHILD IN THE PRESCHOOL STAGE IN WRITTEN CULTURE
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Abstract
This essay aims to investigate the possibilities regarding to the immersion of children in pre-school training in written culture. To this end, we will do a bibliographic revision, mainly from to the theoretical assumptions of Magda Soares (1998; 2005), Antônio Augusto Gomes Batista (2005) and Richard Bamberger (2005) through which we will discuss the concepts of literacy and literacy and the importance of them working together, as well as the Common National Curriculum Base (BNCC) and the National Curriculum Reference for Early Childhood Education (RCNEI) as guiding documents for us to analyze four lesson plans produced and shared by the New School Association and adapted for the remote teaching. The results allow us to understand that providing children with contact with written language while still in pre-school enables the meaning of the world, in addition to providing knowledge about themselves.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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