Family playful practices in the first grade students reading and writing learning

Abstract

This paper shows the results of a Colombia qualitative study with a descriptive correlational scope, and action-research design about the educational practices influences at home when children doing homework. The purpose was to determine the influence of the playful practices that family uses to strengthen reading and writing processes in first grade of the Antonio Nariño Educational Institution, La Cooperativa headquarters, Meta department. The categories that directed the study are Family orientation strategy, Literacy processes, Family play practices, Parent-child relationship and Play strategies. The sample corresponded to 12 participants, including 6 students and 6 parents for a total of 12 participants. The information gathering instruments were participant observation, semi-structured interview, materials and artifacts, and focus group. The information analysis was carried out under triangulation. The results show that parents usually use the same methods with which they learned, such as the syllabic method, the use of the Nacho booklet and the railway notebook. Therefore, pedagogical help is required to apply playful strategies at home that encourage their children's learning. It is recommended to maintain the legitimacy of the families voice around their parenting practices, without skimping on their levels of training, background, limitations or any other characteristic.