Alfabetización emergente : influencia de la familia como contexto alfabetizador

Abstract

Emergent literacy is a process that occurs before the entry into formal education and the learning of conventional reading and writing, which beginnings in the family environment. The purpose of this research was to understand the influence of the family as a literacy context in the emergent literacy process. It was carried out with boys and girls of transition grade 1, whose ages range between 5 to 6 years old, and their families, who belong to the Institución Educativa El Corazón, located in the city of Medellín. It consisted of qualitative research executed through a case study design in which seven families of the mentioned group participated. The information was obtained from various sources such as interviews, questionnaires, and filminutos, that are short videos in which the families filmed moments of accompaniment that they had with their children at home. Filminutos were proposed due to the pandemic situation of Covid-19 that prevented direct observation at families’ homes. The results indicated that different literacy practices related to phonological awareness, printed environment, and, especially, knowledge of letters were implemented in each of the families; however, the practice of shared reading or dialogic reading requires further work since it is one of the most important in the emergent literacy process. The findings suggest that it is essential that the school and the families joint efforts and work together around the concept of emergent literacy and the different accompanying practices that can be implemented in daily activities to strengthen this process, facilitating the children’s learning of reading and writing in a formal way.