¿Cómo los niños perciben el proceso de la escritura en la etapa inicial?

Abstract

This article examines the beliefs and motivations of kindergarten and first year elementary school children from low socioeconomic backgrounds in relation to the concept of writing and related issues, including the role and importance assigned to written language, enjoyment and experiences related to writing, and the recognition of literate contexts. Recorded semi-structured interviews in individual application were conducted. The results show that the analyzed children have different levels of knowledge associated with the concept of writing; these have been acquired in their first years of life through their families and also for the interaction with a literate culture before entering formal education. This knowledge makes it possible to integrate challenging proposals that promote the production of written texts, focused on the knowledge of the social and cultural world of children.