Abstract

MORAIS, Artur Gomes de; ALBUQUERQUE, Eliana Borges Correia de  and  BRANDAO, Ana Carolina Perrusi Alves. On written language and its notation by the end of pre-school. R. Bras. Est. Pedag. [online]. 2016, vol.97, n.247, pp.519-533. ISSN 2176-6681.  https://doi.org/10.1590/S2176-6681/277833582.

We believe that working class children have the right to fully experience situations in which they can reflect upon texts on different written genres, mainly literary ones, and upon the principles of the alphabetic writing system. Thus, our aim is to discuss the teaching and learning of written language involving five-year-old boys and girls. Therefore, we followed two last term pre-school class groups during a school year. We observed that those children who explored narrative tales, rhyming songs and other texts of oral tradition, as well as phonological games, experienced a significant progress. We conclude that as to writing, we must avoid the two positions that have polarized the debate over that issue: early literacy with traditional methods and the suppression of written language teaching and its notation, in the name of preserving recreation during pre-school.

Keywords : child education; ludic education; written language; literacy.

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