La lectura antes de la lectura. Lineamiento epistemológico sobre el proceso lector en niños de 4 y 5 años de edad, para el desarrollo de su lengua escrita.

Abstract

This research proposes an epistemological guideline on the reading process in children of 4 and 5 years, oriented to the development of their written language, this guideline supports not only the possibility, but also the need to accompany this process in an explicit and intentional way, so that children achieve an increasingly elaborate understanding of language, seeking that this exploration takes place in genuine learning contexts, based on their interests and experiences as opportunities to build meaning, even before the formal mastery of written code, and always in accordance with its maturity and stage of development. This is reflected in guidelines addressed to parents and teachers, who play a fundamental role in accompanying the reading process during this vital stage, as well as in pedagogical experiences suggested for boys and girls. The research is theoretically based on the constructivist perspective, the contributions of neuroscience and the approaches of researchers who address language development and reading in early childhood. Methodologically, the research is framed in the constructivist paradigm, with a qualitative approach, being the unit of analysis made up of six groups of boys and girls from Colegio Cundinamarca I.E.D. and four groups from Colegio Rural Quiba Alta I.E.D., with a total of 231 students between 4 and 5 years of age. In addition, their parents and teachers participated in the qualitative study as key actors in understanding and accompanying the reading process.