Reading and writing accompaniment for future preschool teachers
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Universidad Santo Tomás seccional Bucaramanga
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This document presents the systematization results of the accompaniment to the reading and writing processes of 21 undergraduate students of the Early Childhood Education program at UNAB University. The work consisted in the implementation of didactic sequences to elaborate reading cards, infographics, summaries and reviews. The pedagogical actions were evaluated based on the analysis of the teacher's field diary records, the products elaborated by the undergraduate students and the results of a survey on their learning. It was concluded that the participants showed signs of reading and writing as epistemic processes.
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mother tongue teaching, reading, writing, pre-school teacher training
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Derechos de autor 2020 Espiral, Revista de Docencia e Investigación