PROGRAM THAT PROMOTES LANGUAGE KNOWLEDGE

ORAL AND WRITTEN IN PRESCHOOL

(ELEA PROGRAM)

Eugenia Orellana Etchevers

Master in Special Education U.C.

For many years it was maintained, without discussion, that the teaching of reading should begin
in first grade of Basic Education and the Kindergarten only had to prepare the child for this
learning.

However, authors such as Ferreiro (1983), Ferreiro and Gómez Palacios (1982), and others argue
that since the child is born, he is immersed in a reading world and therefore in this immersion
learning occurs.

Other authors like Condemarín (1986, 1987) and Charmeux (1987) argue that it is true.
that the child is born into a literate world, but that the Kindergarten must systematize this
immersion and Basic Education must carry out the systematic teaching of reading.

Cohen (1982) and Cohen and Gilabert (1986) argue that reading is a learning process.
privileged for the development of the child and therefore should be taught instructionally
as soon as possible.

The program presented below collects the positions of Condemarín and Charmeux.
(op. cit.), at the same time considers the systematic development of oral language, since as
It is supported by different authors (Alegría 1982; Bravo 1990; Condemarín 1989; Charmeux
1987) both forms of expression correspond to a single one, which is linguistic expression.

The ELEA program is based on approaches called Interactive Holistics.

Holistic because it assumes language as a human function that encompasses all processes.
linguistics: speaking and writing, which are productive, and listening and reading, which are receptive.
receptive (Goodman 1979).

Interactive because these approaches hold that linguistic processes are constructed in
relationship with other people, in functional situations and are not the result of learning
formal and structured.

These approaches focus their effort on structuring, meaning, and understanding of the
messages and the foundations are found in psycholinguistics, sociolinguistics, and the
linguistics of the texts.

Linguistic lapsiology explains the processes that are set in motion when using oral language and
consider written language as a process carried out based on competencies
linguistics.

The relationship between spoken and written language is crucial for a stronger construction of
linguistic processes, since competency in handling oral language is a resource for
comprehension of the written.

Competent language users utilize three types of information for understanding and
structuring of messages:
a) Semantic information, which relates to the significant system.
b) The syntactic information, which corresponds to the writing of the language and is fundamental
to give an exact sense to the message and that the understanding is as expected by the sender.
c) Phonological information, which is the recognition of language segmentation
oral.

These three types of information must be integrated into a process that results in
the understanding and structuring of meaningful messages.

Sociolinguistics explains that language is a social process inseparable from

context in which it develops. The child learns to communicate based on contact with the
adults in real-life situations. In them, they learn when to speak and when to be silent,
how to express oneself in front of one's parents and how to express oneself in front of the people they represent
authority, etc.

Lalingüística del textose refiere a los diferentes soportes que corresponden a cada escrito y
the internal organization they have. In a situation of deferred communication, such as the
In writing, there are a series of elements that support meaning and that replace the
gestures, tone of voice, etc., that help oral communication. The notion of context and
Superstructure is contributions from text linguistics that support text comprehension.
written.

The program presented below is built on the newly established foundations.

exhibited, develops language globally and in all its dimensions, and on the other hand
it does not refer to learning, but to the construction of linguistic behavior, in its
oral and written aspects. Different authors (Alegría 1982; Bravo 1990; Condemarín 1989;
Charmeux (1987) argues that both forms of oral and written expression are one and the same.
What is linguistic expression.

PROGRAM DESCRIPTION

The general objective of ELEA is to develop oral and written language in an integrated manner.

It is designed to be applied to preschool children aged between 3 and 6 years.

approximately. In Basic General Education it can be complemented with strategies that
correspond to the Skills Model, if necessary.

The proposed strategies aim at the development of oral and written language.

In relation to oral language, the semantic, syntactic, and especially the factors are exercised.
phonological, even though they are also exercised in the development of written language.

In relation to written language, the strategies focus on the operation and understanding of
messages. The formulated objectives are for the children:

Recognize written language as a form of communication.

Understand written language within a context.
Learn to interrogate different types of texts.
Learn to construct different types of texts.

The following will analyze the strategies that relate to oral language, although
As already explained, all strategies promote the knowledge of oral language and
written.
 I. ORAL LANGUAGE

1. SEMANTIC ASPECTS

An efficient reading requires an appropriate visual-verbal integration. This means that the
the reader must relate the stimulus to its linguistic correspondence. This type of integration
it would depend on the ability to find the key words, retain them in memory and
organize them within meaningful contexts that give significance to the text. In this
In the process, the speed of symbolic transmission affects the understanding of meaning.

Consequently, it is necessary to stimulate two processes in children: signification and speed.

of symbolic transformation.

According to Piaget, a child's capacity for symbolization begins at the age of two, which is when that happens.
It is now possible to begin stimulating the process of verbal comprehension and expression.

In order for the child to achieve an appropriate speed in finding the key words, they must have
with two conditions: good memory organization and abundant vocabulary.

The search for keywords will be faster and more efficient if the child has a good
organization in your memory. To do this, it is necessary to exercise the process of classification, since
This will allow you to search for content according to the category it belongs to.

Regarding vocabulary, what is important is to offer the child the possibility of having a large amount.
of experiences that provide it with a rich network of associations that facilitates finding the
appropriate word at the right moment. Through experiences and the dialogue about them, the
child creates a semantic network in which experience and language are related.

In summary, for semantic processing to work as support for the reading process, the
the subject must be skilled in organizing information in memory to use it in
efficiently when I need it.

The following will explain strategies that can be adapted to different realities. Each
one is accompanied by its respective objective.

1st Objective:
That children have concrete experiences and that these are analyzed from different perspectives.
viewpoints: descriptive, cognitive, affective, and value-based.

Strategy:
Group conversations.

The key for this analysis to result in linguistic growth for the child lies in the
type of questions asked by the Educator.

The questions may target the four areas that were referenced in the formulation.
of the objective: the descriptive, the cognitive, the affective, and the valorial.

Example:
Visit to the Natural Science Museum.
- Preguntas descriptivas: ¿A dónde fuimos?, ¿cómo nos fuimos?, ¿qué vimos?
- Cognitive questions: What animals were there?, What plants were there?, What differences and
What similarities are observed between the animals in the museum and the current animals? When?
Did those animals live?
- Emotional questions: Did you enjoy the outing?, reasons, what did you like the most about it?
museum?, what didn't you like and why?, how did you feel in front of those big animals?
- Value questions: Why do you think those animals no longer exist? What do we do?
what do we do to take care of the animals?

2nd Objective:
For children to conceptualize dramatizations.

Strategy:
Guess the mimics.

The important thing in this type of activity is that children represent situations that trigger
emotions, sensations, feelings and to verbalize them.

One group represents a fact through mime, and the other group conceptualizes it.
The educator can give the idea to the group that creates the situation, for example: "imitate a girl".
who sleeps in his room at night and a thief enters through the window. Don't forget that
the thief must have a bad face and the girl must have a frightened face.

Once the images are represented, the children sit down and the other group guesses what it is.
they represented. The group that created the scene can only answer yes or no to the inquiries of
your companions and the other group must complete the scene using language.

3rd Objective:
Let the children create sentences with words given by the Educator.

Strategy:
Invent sentences.

Para realizar este trabajo y que sea eficiente para los niños, es necesario tener jerarquizadas
the words. They determine the level of complexity of the syntactic structure that they create.
children.

The words can be:

- Sustantivos: autos, máquinas, animales, rey, estufa, bufanda, etc.
- Verbos: caminar, escribir, pensar, vivir, sentir, temer, observar, etc.
- Adjetivos calificativos: hermoso, agradable, pesado, ondulado, etc.
- Numeral adjectives: one, five, twenty-four, eight, etc.
- Ordinal adjectives: second, tenth, eighth, etc.
- Adverbios de lugar: aquí, allá, adentro, afuera, atrás, etc.
- Adverbios de tiempo: hoy, ayer, mañana, tarde, etc.

On the other hand, it is also important to determine what set of words will be given to
the children, in such a way that they promote a cognitive search for relationships between words
dads.

Examples:
apple - fruit - summer
children - match - tomorrow
micro - trasladó - noche
4th Objective:
Let the children complete increasingly longer sentences.

Strategy:
Expand sentences.

The children sit in a circle, the first one creates a small and simple situation, the child next to him
He continues to repeat what his partner said and adds details to the situation, and so on.

Example:
Pedro: Yesterday I went to the square.
Juan: Yesterday I went to the plaza to play.
Andrés: Yesterday I went to the square to play with the ball.
Jaime: Yesterday I went to the square to play with the ball and I ran into some friends.

5th Objective:
Let the children organize concepts into categories.

Strategy:
Order words.

It can be played in three different ways:

• La Educadora nombra un elemento y los niños nombran la categoría a que pertenece dicho
element.
The Educator names a category and the children name elements that are within it.
named category.
The Educator names an element and the children name elements that belong to the
category of the mentioned element (the category is implicit).

The following are categories that can be worked on with children. It is necessary to add
those elements that belong to special groups within society. For example:
colonies, religious groups, etc.
Fish: salmon, trout, shark, swordfish, corvina, conger, sierra, etc.
- Minerales: oro, plata, aluminio, cobre, plomo, azufre, platino, bronce, etc.
- Insectos: piojo, pulga, zancudo, chinche, hormiga, mosca, abeja, mariposa, saltamonte,
moth, etc.
- Sensaciones: hambre, sed, cansancio, fatiga, debilidad, dolor, etc.
Celestial bodies: sun, satellites, stars, planets, galaxies, etc.
Exercises: walking, running, jogging, jumping, etc.
Religions: Christianity, Protestantism, Judaism, Mormons, Jehovah's Witnesses, etc.
- Temperaturas: frío, caliente, helado, congelado, etc.
- Vegetales: lechuga, acelga, espinaca, apio, zanahoria, betarraga, repollo, tomates, pepinos,
parsley, endives, Brussels sprouts, paprika, cilantro, etc.
- Deportes: fútbol, natación, volleyball, basketball, atletismo, rugby, jabalina, disco, ciclismo,
etc.
Land transportation: car, minivan, truck, train, bicycle, bus, hare, etc.
Water transport: boat, sailboat, ocean liner, steamship, etc.
Air transport: airplane, helicopter, rocket, etc.
- Profesiones: medicina, ingeniería, arquitectura, pedagogía, dentística, diseño, economía,
psychology, social work, sociology, etc.
- Oficios: jardinero, gásfiter, electricista, albañil, mueblista, manicura, peluquero, carpintero,
etc.
- Frutas: manzana, naranja, pomelo, bellota, almendra, higo, uva, kiwi, guinda, cereza,
peach, apricot, etc.
- Acciones: cantar, jugar, reír, mirar, bailar, batir, armar, escribir, peinar, vestir, saludar,
to drive, to love, etc.
- Partes del cuerpo: tronco, brazos, piernas, codo, muñeca, rodilla, tobillo, dedos, pecho,
back, shoulders, etc.
Organs of the body: stomach, heart, liver, lungs, kidneys, etc.
- Sentimientos: pena, alegría, esperanza, angustia, tristeza, felicidad, susto, depresión, etc.
- Elementos geográficos. río, valle, planicie, desierto, mar, océano, loma, continente,
mountain, volcano, lagoon, etc.
Climate elements: rain, snow, hail, fog, wind, lightning, etc.
- Bebidas: jugo, vino, té, café, leche, gaseosas, agua, etc.
- Muebles: velador, cama, silla, aparador, etc.
Musical instruments: violin, piano, drum, trumpet, harp, guitar, etc.
Artistic expressions: painting, sculpture, music, etc.

6th Objective:
Let the children complete analogies.

Strategy:
Discover analogies.

The etymological analysis of the word analogy is as follows: 'ana' means conforming and 'logos'
it means reason, therefore, an analogy is a relationship of similarity between two things or two
terms. Completing analogies is discovering the type of similarity between two propositions to
then complete the incomplete according to the criterion discovered in the first proposition.

The Educator should teach the children how to construct an analogy and then explain that
These can be constructed based on different types of relationships.

Example:
Functional relationships:
knife … meat / spoon … ?
- pencil ... writes / scissors ... ?
- phone ... talk / television ... ?
- cup ... milk / glass ... ?
- hair … comb / teeth … ?
- coat ... buttons / shoes ... ?
string … kite / anchor … ?
- table … eat / bed … ?
room ... work / patio ... ?

Cause-effect relationships:
winter ... cold / summer ... hot?
- scare ... shout / shame ... ?
- hammer … nail / saw … ?
- pursue ... capture / seek ... ?

Class-element relationships:
- color … azul / vestimenta … ?
- insecto … pulga / transporte … ?
- useful ... ruler / drink ... ?
- sentimiento … pena / profesión … ?
fish ... salmon / sport ... ?
Relationships between elements of the same category:
- sorrow ... joy / write ... ?
desert ... ocean / wine ... ?
- jardinero … gásfiter / frío … ?

Opposition relationships:
wide … narrow / wet … ?
- noise … silence / happy … ?
- restless ... calm / more ... ?
receive … give / take … ?
fight … reconciliation / problem … ?
near ... far / fast ... ?

Relationships of things and properties:

rabbit … jumps / fish … swims?
- stone ... sinks / cork ... ?
salt ... salad / sugar ... ?
- coffee ... bitter / lemon ... ?
- a year ... long / a second ... ?
- fire … hot / ice … cold ?

2. SYNTACTIC ASPECTS

The proper handling of syntactic factors allows for the organization of words into sentences that
express ideas clearly. On the other hand, it also allows for obtaining more information
from the received messages.

Oral language, like written language, are active processes in which meaning is constructed.
It depends on the grammatical structure through which it is stated. Therefore, there exists a
close relationship between structure and meaning.

The organization of sentences and their complexity inform about the syntactic management of
subject.

The way to exercise children in this aspect is based on raising awareness of the
different parts of the sentence and the function that each of them fulfills.

The proposed exercises are as follows:

1st Objective:
Let the children discuss a picture that represents a place where a person, for
at least, develop an action.

Strategy:
Conversation with an inductive sheet.

The dialogue is initiated by the Educator or Teacher with a question about the sheet. The questions
are the ones that trigger the cognitive processes of children. Consequently, the question must
focus on the conceptualization and not on the question 'what is here?' since the answer of the
children will be descriptive. On the other hand, if the question is what does this sheet show us?
the response will be globalizing.

Once the children have freely discussed the illustration, the Educator will formulate
questions that relate to when, where, who, and what.
Description is, by nature, static. Questions about subject, verb, and complements,
interrelated, they give dynamism to the sheet and can activate potential situations at
starting from the questions.

2nd Objective:
Reorder sentences in different ways while maintaining the same meaning.

Strategy:
Turn sentences around.

The Educator or Teacher says a sentence and the children must express the same with
different organizations.

Example:
The astronauts board the rocket.
Andrés: The astronauts board the rocket.
The astronauts get on the rocket.

In this case, it is necessary to use a strategy that helps children understand the game.
For this, cardboard pieces are used that have the most important elements of the sentence drawn on them.

In the example, some astronauts are drawn on a cardboard, the astronauts climbing a
little ladder in one cardboard and a rocket in another cardboard. He stops three children in front of their
companions, each one with a card in hand in front of their chest and according to the order of the
children will be the order of the sentence. To change the order of the sentence, the order of the
children.

3rd Objective:
Let the children clean sentences.

Strategy:
Clean sentences.

The teacher says a sentence with interspersed phrases. The children must discover those phrases and
leave only the basic sentence.

Examples:
Sentence: Yesterday, while we were eating, it trembled.
It should be: Yesterday it trembled.
Sentence: Tomorrow, if you want, we'll go for a walk.
Tomorrow we are going for a walk.
Sentence: The children had ice cream during recess.
The children had ice cream.

4th Objective:
That children recognize the subject of a sentence and modify their expression.

Strategy:
Discovering people.

The subject can be explained as the person or people who perform actions.
By modifying the subject's expression, children practice the recognition of deictics.

Example:
Sentence: Inés and Carmen went out for a walk.
Question: Which people went on a trip?
Answers: They left...
The girls left...
Those girls left...

5th Objective:
That the children recognize the verb of a sentence and modify its tense.

Strategy:
Discover actions.

The verbose explains to the children how the actions that people perform or
animals.

These actions can be done now (present), later (future), they may have been
performed (past) or it could be that they will be performed under certain conditions
(conditional).

The educator says a sentence and asks them what action is taking place. Once discovered, the
children modify the verb tense and they become aware that as a consequence of
this change also modifies the other elements.

Examples:
Sentence: The dinosaurs walked very slowly.
Question: What did the dinosaurs do?
They were walking.
Change of verb tense:
Present: The dinosaurs walk...
Future: Dinosaurs will walk...
Conditional: The dinosaurs would walk...

Sentence: The penguins were animatedly chatting about the ice in Antarctica.
Question: What action do penguins perform?
Response: They converse.
Change of verb tense:
Pasado: The penguins talked...
Future: The penguins will talk...
Conditional: The penguins would converse...

6th Objective:
That children recognize the number of a sentence and the changes it implies.
modification of said element.

Strategy:
Discover the number of people in the sentences.

The numbers explain by raising awareness of the number of people who do the
action.
Example:
Sentence: The mom and dad bought gifts for their children.
Question: How would I say if the gifts were bought only by the mom?
Answer: The mom bought...

7th Objective:
That children recognize the gender of a sentence and the changes that the modification implies.
of that element.

Estrategia:
Discover the gender of the sentences.

Elgénerose explains by making people aware of the exodus of those who carry out the
action.

Example:
Sentence: Andrés and Jaime were dirty.
Question: How would you say the sentence if the subjects were Carola and Paula?
Answer: Carola and Paula were dirty.

3. PHONOLOGICAL ASPECTS

Phonological factors, also called 'Linguistic awareness', play a very important role.
significant in the learning of written language.

The authors Borzone (1988); Bravo (1990); Mattingly (1972) and Liberman (1977) point out that
oral language is continuous, without marks that differentiate the units that compose it and therefore
Both illiterate children are not aware of them.

Between linguistic awareness and reading learning, a system will occur.

feedback. By becoming aware of the distinction between one phoneme and another, the child
is more qualified to transform each sound into its corresponding sign or vice versa. It is
saying, the child can represent the uninterrupted sound tape of oral language in a
sequence of small graphic units.

When these small graphic units can be visually represented, that is, they can
be transformed into small tangible objects, linguistic awareness is greater and the delineation
sound is easier to perform.

Therefore, linguistic awareness is a facilitating factor in the learning of reading.

Children do not discover for themselves the psycholinguistic foundations that led to the
invention of writing. When conducting a phonological exercise guided by the adult, the child
one can come to know the alphabetic system of the language, that is, the segmentation of
sentences and words in successive components.

Some proposed exercises are the following:

1st Objective:
Let the children identify initial and final sounds.

Strategy:
Playing with rhymes.
The identification of initial and final sounds has been worked on more frequently as
rhymes and alteration.

Examples:
Rima: Pig - ranch
Kiss - weight
Alteration: Apple - butter
Phone - television

Initial and final phonemes that are the same can also be identified.

Examples:
Initial: Toad - chair
Fire - photo
Final: Mouse - crime
Luna - lime

2nd Objective:
That children add certain phonemes to words.

Strategy:
Deforming words by adding a sound.

They tell the children words of two syllables and propose that they add in the middle
the word a determined sound.

Examples:
Sound to add: 'co'
Educator: mouse Children: racotón
chair sicolla
hand macono
book licobro
table mecosa

3rd Objective:
That children eliminate a certain sound from words.

Strategy:
Deforming words by omitting a sound.

Children are given three-syllable words and asked to remove the middle syllable.

Examples:
Educator: shoe Children: zato
shirt house
camera way
scarf buddha
teapot yours

4th Objective:
Let the children perform morphemic analysis.
Strategy:
Count words.

Morphemic analysis refers to the recognition of words in a sentence.

Example:
Sentence: The trees are left without leaves.
Question: How many words make up the sentence?
Answer: Five.
Question: What are those words?
The trees were left without leaves.

5th Objective:
That the children perform syllabic analysis and synthesis.

Strategy:
Dictation.

Syllabic analysis and synthesis refers to the recognition of the syllables that make up the word.

To carry out systematic training, one can work at five levels. In a first
the level of work with the child is given an auditory stimulus (rhythmic structure) and is asked to
as a response a motor behavior. The Educator strikes a tambourine or claps and the
The child can respond with marching, jogging, or clapping.

At a second level, a visual stimulus is provided that represents a rhythmic structure (////)
and the child is asked for a response just like in the first level.

In the third level, the stimulus is auditory and a graphic response is required. The Educator gives 3
claps and the child must make the 3 lines that represent the claps. By the
experience at the previous level, the child is expected to discover and understand the inversion of
process.

At the fourth level, the process of rhythmic symbolization is greater. The stimulus is language and the
the answer is graphic. This level of exercise begins with simple words and with syllables.
directly only. The exercises can become complicated using words with diphthongs (airplane).
The expected response from the child is to draw as many lines as there are syllables in the word.
represented by the Educator.

The fifth level requires the symbolization of sound. The stimuli are figures that the Educator
Show the child and they must make as many strokes as there are syllables in the shown element. The
the process is more complex since the child must create the image of sounds without having them
listened to. This activity is carried out in a manner similar to a dictation, so the following
you can ask the child to relate the drawings to the symbolism he has created. That is,
You must identify the figures with their respective acoustic representations.

6th Objective:
Let the children perform phonetic analysis.

Strategy:
Make the words sound.
Phonetic analysis and synthesis refers to the recognition of the minimal elements that form
a linguistic emission. In the case of analysis, the task is to isolate the elements and in the case of
the synthesis, to recognize the word formed by certain phonemes.

In summary, linguistic processing is a key element for knowledge.

of written language. The ability to quickly recognize information will depend on the
organization of memory and is determined by semantic factors.

The ability to organize messages and to better understand the information received is
determined by the syntactic factors.

The ability to associate printed symbols with the corresponding sounds, as well as
The recognition of oral language segmentation depends on phonological factors.

The ELEA program proposes that the exercises for developing oral language should be conducted
daily with the children. These should be as varied as possible and do not respond to a
secuencia con dificultad creciente, sino que son juegos lingüísticos a través de los cuales los
niños van construyendo las claves semánticas y sintácticas del lenguaje.

II. EL LENGUAJE ESCRITO

Next, the strategies related to written language will be analyzed, although

As already explained, all the strategies developed both forms of language.

FUNCTIONAL LITIGATOR ROOM

This strategy is characterized by the usefulness provided by the posters or titles that are
positions in the children's workroom. The literate room, which is usually used in the
Preschools, list of elements, instead the characteristic of functionality that is given to it
Wants to allocate to this new way of lettering the room is determined because the signs that
they have a communicational and utilitarian objective for the children and adults who work in
that place.

The signs that are used can be of two types, artificial and natural. Artificial ones are
those created by the Preschool Educator to serve a specific purpose, such as
for example the badges, the coat racks or the experience logs. The naturals are those that
belong to a market text and meet the satisfaction of some need of
children, such as a recipe taken from some cookbook or the news from
the press taken from some written media.

Regarding the font used to label the room, there are different positions. There are
authors who think that the more variety of letters is used, the more natural it is, since the
The world of written communication uses many forms of expression. (Charmeux 1987,
Foucambert 1989, Jolibert 1991, Benichou 1983). However, experience has shown that
Learning is more efficient when script font is used in functional messages.
artificial alongside the usual letter they use in natural messages.

The elements of the functional legal room that are most useful for development of
knowledge of written language in children are as follows:

Identifiers: the identifiers used are the names of the children, respecting the use of
uppercase and using script font. When most children recognize their name and that of
you can add the last name to your colleagues, decreasing the font size. In
Generally, three groups of badges are used: one for the hangers, another for attendance, and another
for the responsibilities, being those that belong to each child, equal.

Chairs: on the front part of the backrest of the chairs, the name of each child is placed.
an object that the Educator can use to organize predefined groups when necessary. The children
they learn to recognize or read their name and that of their classmates. When adding the surnames to the
distinctions are also added to the back of the chair's backrest.

Calendar: knowing the date is a permanent need for children, it allows them
to plan and project different activities. In the room, there is a special poster where
they put the date daily. Sentences such as: "Today is ... of ... of
1997
They find cards with the days of the week, the months of the year, and in the last one the numbers.
from 1 to 31.

According to the assignment of responsibilities, each child has a day on which they must
complete the date and the task is done in the morning before starting the activities that
correspond to the time organization.

During the moment of greeting or at the beginning of group activities, the Educator calls the
responsible child for the date so that he reads, with the group, the sentences he completed with the
date corresponding to the day.

Responsibilities Board: this instrument, of an artificial type, contains the list of

responsibilities that children must fulfill daily and the Educator puts the badge of
who is responsible that day for completing a specific task. The most common tasks are:
distribute the snacks, clean the work tables, put the date, etc.

For the assignment of tasks to be objective and can become the responsibility of the children,
It is suggested to write the list of the group of children on a poster board that is hung next to the board.
Responsibilities. In this way, children know when it is their turn to fulfill those tasks.

The Functional Law Room is being built according to the needs of the activities.
of the children. The signs are removed as they cease to be functional. In
As a consequence, there are signs that remain all year in the room and others that are
places only the period that the children need it.

2. DICTIONARY

The dictionary is an instrument that children build as they discover words.

what they want to keep. The goal is for them to use the alphabet so that they recognize its usefulness.
this one has. The Educator presents the children with a lever binder with white sheets
separated by cardboard that displays the alphabet in order. The children cut out
figures, they stick them on a white sheet, the Educator writes the word and the child places it in the
dictionary in the space that corresponds according to the letter with which the cut-out figure begins.

Children use this dictionary to read it and they leaf through it discovering how many words they can.
reconocer sin mirar la figura que representan.

Another version of this activity that can also be complementary is the 'Box of
Words”. Each child has a kind of piggy bank where they put every word that they
recognize. The Educator must have many small posters with the words that
correspond to the written room and the dictionary, so that the child can take them and
throw them in your piggy bank. Words can be reproduced with the hectograph.

In the dictionary, expressions that correspond to certain can also be introduced.

situations. For example, the expression with which the Educator's communications begin to
the parents: "Dear parents:". The placement of these expressions in the dictionary will depend
from an agreement among the children of the group.

3. READING OF THE DIARY

The newspaper must arrive at the school periodically. This can be national or community. Each one
it has a different advantage. The national can relate to what the children have seen in the
television, which allows them to infer the information it brings more easily.
In contrast, the community has a greater relationship with problems close to them. It is likely
that the news relates to the problems discussed by the child's family. This makes
that the understanding of information is easier because it is meaningful to their daily life.

The objectives intended are:

Create the habit of informing yourself about what matters to the community.
Develop the interrogation of texts.
Promote critical reading by discussing the value of news.

Reading the newspaper with children can be developed in different ways:

Weekly teams of children, responsible for bringing information to the group. This can be
exposed on a bulletin board after having been discussed in the large group.
The Educator organizes four or five small groups of children, each with a journal.
Each group decides to analyze a news article, and then in a circle with all the children, each
group informs about the news they chose. In the case that two groups choose the same news
The information and opinions gathered by each group are contrasted.

4. LINGUISTIC RECORDS

This strategy consists of writing down an experience carried out by the group of children.
The objective is for children to see the transformation of lived experiences into language.
written, while they experience the act of reading and remembering situations
past after a long time has passed.

The strategy is developed in the following way:

After a walk or the day following it, the Educator arranges the children in a semicircle and
they talk about the experience. Once remembered, they decide to write it down. Putting a sheet of
paper on the wall, the Educator writes the story that the children make.

The writing done by the Educator must respect four essential elements so that the
the record has a later value:
Respect for spelling rules.
Respect for the rules of spelling.
Respect for layout rules.
Respect for morphosyntactic organization.

The letter written by the Educator must be in script, clear and even. It should not
to present spelling errors, and in case there are doubts, it is necessary that in front of the
children express your doubt and solve it by looking in a dictionary. You must respect uppercase letters and
punctuation marks.
The layout should aid understanding, therefore the text must have indentation.
margin, double spacing, paragraph spacing, line spacing according to font size and do not cut words
at the end of the line.

As the children understand the meaning of layout, the Educator asks them
tell them where to start writing, what type of font to use (capital letters or
(lowercase), the place where the title is written, the space that must be left between the lines,
when to use period, etc.

Regarding the morphosyntactic organization, it should be written once it has been achieved.
appropriate organization. For this achievement, it is necessary for the Educator to use the questions
suitable for children to express themselves in order and then write the complete sentence.

In order for the Educator to be able to assist the children in the organization, she must inquire about
the elements that usually form sentences: who...?, what did they do...?
Where…?, When…?, etc. In this way, children become aware of the elements that
They form the sentence and little by little they build, spontaneously, with a syntax.
correct.

This record remains hanging in the room until it is functional. For example, it can
belong to a project and when it is completed, the record is removed. The large records
they can be kept on a stand where all of them are stored, but it is more efficient
transcribe them into a notebook, which is called a linguistic records album, and the children
They can read it and remember past experiences.

5. CLASSIFIED LIBRARY

The use of classified library aims to promote in children the pleasure of

reading, the responsibility regarding the use of books, the child's self-assessment, of the frequency
with what reads and the functional use of the alphabet.

The classification of books is variable, it depends on the quality of the resources available and the
number of them. The criteria that can be used are the following:
["Traditional tales (\"The Ugly Duckling\", \"Puss in Boots\", \"Little Red Riding Hood\", \"Cinderella\")"]
etc.).
Books about animals.
Fables.
Books about trades.
• Colecciones.
Cookbooks.
Collections on 'how to do things' (e.g.: 'Paper Clover' Santillana Publishing).
Dictionaries.
Books with poems, tongue twisters, and riddles.

In addition, the library adds and classifies the artificial texts made by the
Educator and/or for the children. Examples: stories created by the children, record album of
experiences, album of the recipes from kitchens that the children have cooked in the Kindergarten,
album with the poems they have learned, album with the songs they like and
which can be childish or popular, etc.

Books are classified in the following way: each collection or class receives a color,
example: traditional tales are blue. Consequently, every book that belongs to that
The class has a blue circle glued on the cover and on the spine. When the children learn
by using that classification, a more complex one can be made by adding a number to each
book about the color wheel. In that case, each book has its own unique identification.
In the first form, only the class to which the book belongs is identified.

In a place near the library, there are two boxes with cardboard letters in order.
One of them corresponds to the records of the children who have not borrowed books from the library (1st
box) and the other corresponds to the children's cards who have library books (2nd box).
Therefore, the cards correspond to the children and not to the books. Next to the boxes, there is a jar.
with pencils of all colors that correspond to the classes of books. It is also suggested
to have a list of the books in the library with their respective identifiers,
hung somewhere in the library.

When a child wants to take a book from the library, they go to it, choose it, go to the first counter and
find your card, take a pencil of the color of the book you chose and draw a circle. The card is located
in the second box, on the cardboard that has the letter with which their name begins. Upon returning the
book, looks for its card in the box where he had left it, makes a cross over the circle that was there.
drawn, place the token in the first box and store the book in its correct place.

There are two ways to make the process a little more complex, as the children
They learn the system. One, the one explained regarding identifying each book by color of the
class and the number corresponding to that book. The other way is related to the moment
in which the Educator adds the last name to the badges. At that moment, it can be changed the
location of the children's cards in the library boxes and arrange them by the initial letter
of the surname.

6. CREATION OF TALES

The creation of stories is an individual activity aimed at children.

express feelings, emotions or experiences and these are recorded through the
writing.

At first, the strategy is used by relying on drawing, once the child is skilled in the
expression is offered to do it without drawing. The work is done as follows: it
give each child a sheet divided into squares and ask them to draw a
story invented by him or an experience he has had. He is warned that he must leave a
space for writing in the place that seems most suitable to him.

Once the drawing is done, the Educator sits in the child's place and he, standing behind her,
with the aim of having you observe the way the Educator writes, dictates what she wants
express in each box.

Once written, the child takes his seat and cuts out the squares. In a square taken from another
sheet draws the cover and asks to write the name he has given to the story. The sheets and the
The book cover can be stapled or punched and bound with thread or string. The Educator
he will write the child's name on the cover of the book and the date of completion on the back cover;
finally, together, Educator and child will bring the book into the library, cataloging it with the
circle and the corresponding number.

7. BOARD GAME MATERIALS

If the methodological strategy applied by the Educator allows for the choice of materials.
personal, you can have 'domino' and 'memorize' with words that correspond to those of the
functional legal room. For example: the names of the children joining together, the names of
the children joining with the surname that corresponds to them, the numbers written with digits
joining with the quantity, the days of the week and the months of the year joining with each other, etc.

8. INTERROGATION OF TEXTS

Interrogating a text is to investigate the meaning of the writing, without verbalizing or deciphering. Also
it can be understood as the research that a subject conducts on relevant content and
necessary. To be able to interrogate a text, it is necessary that there exists a close relationship
between the contents of the writing and the needs of the reader.

8.1 Working hypothesis on which the questioning of texts is based

The specific working hypotheses on which this type of activity is based are the
following:
The child becomes a reader by reading. It is not necessary to go through a reading learning period.
to then become a reader and thus be able to read.
The child is not taught to read. The child builds his notion of written language and learns to
understand written messages with the help of an efficient adult reader.

8.2 Working Conditions

The text that is questioned must be a natural text that addresses the needs of the
children. It may present a layout in an apparent disorder, with uppercase letters and
minúsculas mezcladas, con figuras informativas, etc. El texto debe ser un texto que pertenece
to reality and not one specially constructed to learn to read.

To obtain information, the child explores the page in apparent disorder.

It does not start with the first word of the first line, but pays attention to the
elements that are significant to him. He does not read aloud, but in silence, with his gaze fixed.
In the text, it jumps from one place to another, wandering in different directions, generally without moving.
the lips. Each child works in search of the meaning of the text.

The account that the children give of the information obtained can be done in any
order and it should not be a list of words. What the children discover are the elements that
has made more sense to them, such as $100. The information obtained by him
it will be "worth $100". From that moment the child is proposing a hypothesis about the content
of the text since he does not recognize the word 'value'.

En ese raconto de la información obtenida, el niño no suele mencionar palabras como

prepositions or articles, since these do not have a precise meaning for him. What the child
importance is the general meaning of the text and the decoding of syllables and words.

Hypothesis formulation exchange: In this phase, the children exchange points of

views on the hypotheses that have been formulated and try to justify them. And there is some very data
significant that the children have not discovered, the Educator can provide it. The task is completed.
when you have understood the meaning of the text. It is not necessary to vocalize the entire text, it is enough
with the children having discovered the information they were looking for.

Inside the classroom, children have various means to verify their hypotheses.
about the meaning of the text. Some of them may be the following:
Exchange with your peers.
The general context of the page gives meaning to the words.
The file of the class.
• Posters or illustrations.
Discussion about the chaining of actions (poems or recipes).

Learning new words: The most significant support for word learning
new is the context, it is not necessary to separate into syllables or phonemes. The children make
note what you already know: "starts like...", "ends like...", "could be...", "it's similar to..."
a…”.

To help the child in this learning, it is necessary to develop and use aids in references.
Through posters or files, all the information known by the children can be classified.
be it in a group or individually. Some ideas are:
A poster with all the known words in a project.
Files with words used to write letters.
Files with words that start with...
Files with non-representable words, that is, words that cannot be drawn.
Files with words that are used to ask questions.

8.3 Types of texts

The main characteristics that texts offered to children should have are that
They must be natural and functional. They must be varied, covering all kinds of themes.
They may correspond to:
Advertising: brochures, posters, children's cinema, etc.
•Newspapers: daily newspapers, weekly magazines, etc.
Encyclopedias: of animals, of history, of sciences, etc.
•Instructions: cooking, how to assemble, how to build, etc.
Poetic anthology: children's, adults', etc.

According to Jolibert, J. (op. cit.), the word 'text', in this case, functions in opposition to 'words',
"phrases" and "manuals designed to learn how to read." Also the word "text" is
understand in the sense of any text that has a complete superstructure (letter, story,
card, poster, poem, etc.) functioning in real usage situations. In summary, it is about
complete texts, from their beginning to their closing (do not divide them into paragraphs or lists of
words) and self-sufficient, that is, without illustrations to duplicate the meaning.

8.4 Teacher's Role

When the Educator is convinced that children are not taught to read, but they
they learn with the help of an adult reader, the question that arises is: what help can
offer to the child, throughout their learning?

The Educator must be attentive to the following aspects:

• That the life of the classroom provides children with effective reading situations and
diversified.
Organize the group's life and distribute the tasks.
Highlight the occasions for reading.
Help children interrogate writing, formulate hypotheses, and verify them.
• Help children use the resources progressively created by the group (files,
dictionaries, etc.).
• Help children discover and clarify their reading strategies. In each session in which
the children must explain:
The hypotheses that have been formulated about the meaning of the text.
The indicators on which it relies.
The most suitable reading way for the text that is being understood.
8.5 The teaching of code

Finally, it is worth asking what happens with the teaching of coding? This can
to be applied as one more strategy among all the others; however, it should not be privileged.
systematically.

This strategy should be used with those children who spontaneously use it as a resource.
of discovery. In the occasions when the meaning of some is not discovered by context
word, the child can come to discover sounds that they already identify and associate them with the word
new. In any case, the situation of using the decoding strategy appears as the
result of a search that was not resolved through other means.

It is not advisable to start the questioning of a text from the code because this is not
significant and the response obtained arises from a logical analysis applied to the word and not
supported by the situation of meaning and communication.

8.6 Linguistic competencies and text questioning

For children to construct the meaning of a text, certain competencies exist.

Linguistic elements that allow for identifying the keys that give meaning to the text.

According to Jolibert, J. (op. cit.), seven elements can be found that provide significance to a
text and that children should be skilled in discovering them. These elements or
meaning keys are in constant interaction within a text. The activity of
reading is a process of searching and relating the marks that correspond to each one
the elements that give meaning to the writing.

The task of the child learning to read is not to analyze the text based on these seven elements.
It is also not the teacher's role to teach these categories for the child to learn them as
an explicit grammar sequence.

The task that is intended to promote is that the child:

• Repair, note or highlight in the text the marks or manifestations (indices) that leave these.
seven levels of linguistic operations.
Recognize these indexes as relevant information that the reader will consider for
build the meaning of the text.

The Educator's task is to identify, themselves, the indices and to train children in the
recognition of these so that they relate to each other and interact within the text.

The seven linguistic elements that give meaning to the text are the following:

The notion of context

One must identify the context of a text and not of a word. The indices show the
context of the situation and text in which the text is read.
Situational context: What specific channels has a text taken to reach the reader?
Textual context, that is, the origin of the text to read: Is it taken from a complex writing?
(from a diary, story album, etc.) Is it an autonomous text? (a letter, a pamphlet,
etc.).

2. Main parameters of the communicative situation

Sender: Who wrote it?
- Recipient: Who is it addressed to?
Purpose and challenge.
Object (content of the communication)
3. Type of text
One must recognize the type of writing that usually functions in society: letter,
poster, instructional, informational article, etc.

4. Superstructure
This manifests itself through:
Spatial organization and logic of the text blocks (silhouette).
Narrative outline (in case it is a story, tale, legend, novel, etc.).
Internal dynamics: start, closure, progression.

5. Text Linguistics
It corresponds to the functioning of the language beyond the sentence.
The options of enunciation and their marks (manifestations): persons, times,
places.
The connections: the subtitles and the linking words.
Semantic fields: networks of meaning.
Text score.

6. Phrase Linguistics
Syntax: groups, relationships, transformations.
Vocabulary: lexical options, words in context.
Grammatical spelling and the one that can be deduced by meaning.
Sentence punctuation.

7. The words and the microstructures that constitute it

- Graphemes (lowercase and uppercase): their most frequent combinations and the relationship
grapheme/phoneme.
Microstructural syntactics (nominal marks): singular/plural; masculine/feminine;
verbal marks; persons; tenses.
Semantic microstructures: prefixes, suffixes, roots.

9. PROJECT WORK

A project is a long-term work that must be developed together; it must have

adults and children participate in both the creation and execution.

The achievement of the project must be a concrete realization, sufficiently explicit so that the
children can imagine it and commit themselves emotionally and intellectually.

9.1 The topic

This can be proposed by adults or by children, but it must be approved by the

adults and children.

9.2 The duration

The time during which the project is developed must be discussed and determined in
set between teachers and children. Among the people who must participate are those who
belong to the School Management or Coordination so that this (the time) does not interfere
school organization and not be interfered with by the general activities scheduled by the
Educational Unit. Working time must be flexible and will be formulated according to the
needs of the people who participate.
Projects can be long, medium, or short-term. In general, a short-term project
The period will not last more than a week, but it can last only one day, the medium term ones.
they can last one or two months, and those for the long term can last a school year. However,
In these last ones, there must always be short-term goals that allow for the evaluation of the process.
and adapt the proposals to the achievements reached.

9.3 The tasks

These are also proposals made together and approved by everyone. They can be developed in
large or small groups, and each one can take on various tasks.

9.4 Integration of the project into the daily routine

The implementation of a project can be planned considering the routine, as well as it can be
be carried out by stating from the beginning that it will develop without respecting the daily routine. In the
In the first case, the Educator should integrate the project's tasks into the routine at the time of
be more suitable.

The following are some examples:

Circle Moment: at this moment the following activities can be developed:
introduction to the topic, information about contents, work planning, exchange of
experiences between groups with different tasks, etc.

Working Time: in the different areas, the materials that are needed for the
achievement of the project and each child or group of children will be able to carry out, at that moment, some aspect
of your homework.

Group Time for Little Ones: during this period of the routine, children can also work.
in the project, but this should be organized by the Educator, as it is the time in the
that she organizes the school activities.

In the event that the project is planned without considering the time organization of the Daily Routine,
The Educator must ensure that the children have a clear understanding of the project's development.
and the way it will be operated to prevent disorganization among the children.

In general, this last option can be applied to short or medium-term projects.

9.5 Project scheduling

An approximate scheduling of times and deadlines must be made, so that the children
they can have time reference points in the completion of each of their tasks. This
scheduling must be flexible.

9.6 Planning

The planning of a project requires that at least the following phases are fulfilled:

a) Decision on the project topic in collaboration with the children.

b) Specification of the final result. The achievement that is to be explained concretely must be presented.
will reach.

c) Specification of the phases of the project. It is necessary for the children to see, progressively,
concrete results to maintain interest in the project. Each part of the project that
it must have a concrete meaning. The operational level of preschool children
 Infant and First Level of Basic General Education do not allow them to create images.
anticipatory, so it is not advisable to build aspects or parts without significance for
to be integrated and understood afterwards.

d) Areas of child development and their relationship with the project. In the project planning,
The teacher must keep in mind that all areas of development are at stake.
during its execution. In this way, she will be able to make the emphasis while this is
carry out.

e) Assignment of tasks and determination of work groups.

f) Determination of needs.

Example of a general project plan.

THEME: Together with the children, it is decided that the theme will be 'Let's Get to Know Chile'.

FINAL RESULT: A model of Chile in which the characteristic products will be displayed.
from each region. The opening of the model to the public will take place with a party in which
the typical dances of each region will be displayed.

PHASES OF THE PROJECT:

Phase 1: Build the silhouette of Chile on a cardboard approximately 1.50 meters long.
The delimitation of land and sea will be done with earth and blue paint.
2nd Phase: Separate the regions and investigate the typical products and dances unique to each one.
they
3rd Phase: Complete the model with the products and create the situations in which they will be presented.
the dances to the community.
4th Phase: Build and collect the products, and learn and understand the dances.
5th Phase: Organize the presentation to the community (permissions from the School Management,
invitations, stage designs, costumes, music, etc.

AREAS OF CHILD DEVELOPMENT INVOLVED IN THE PROJECT:

Socio-Emotional Area:
Development of commitment towards each task.
Promote respect for the creations of others.
Develop the ability to take on different roles.
Develop a sense of belonging.
Perceptual-Motor Area:
Modeling.
Cut.
Folding.
Dances.
Intellectual Area:
Operator.
Notion of class: Climate and regions
Products and regions
Dances and regions.
Transformation images: Raw product vs. processed product.
(Copper, wool, grape, fish and meats).
Spatial orientation: North - South - East - West.
Learning of contents: Geography of Chile
Chilean products
Exports
Imports.
9.7 Advantages of project work

The advantages of project work with children are as follows:

a) It constitutes a situation that generates multidimensional learning. A project

pedagogical originates from a complex situation that comprises a physical environment and
human and the multiple interactions that occur between these two components (Weis and
Gross, 1987. In Medina, 1991).

b) It promotes the child's commitment, as what is generated arises from needs.

shared, it leads him to seek solutions that he must also defend and substantiate in
group.

c) It promotes the acquisition of behaviors, emphasizing the process. The focus is

focused on the behaviors that lead the child to problem solving and tasks and not on the
acquisition of answers. This causes a change in the way of seeing, acting and
to think of the child and the educator.

d) It favors the understanding of learning situations, since these have a

significant character for the child. The child, drawing on their previous cognitive schemas,
makes sense of what surrounds it, discovers its meaning, and establishes relationships, benefiting itself.
thus the construction of networks of meaning.

It promotes the development of autonomy. The child must find creative solutions to
the problems it encounters, according to the resources it has available. The environment of
freedom in which tasks are developed incites responsibility.

f) It promotes the development of interaction and sociability, as it is necessary that it

produce the consensus among a group of people, whose fundamental requirement is to take
agreements to carry out a project. This group action exercise allows learning to
to work in solidarity (Breton and Belmont-André, 1989. In Medina, 1991).

g) Modify the teacher-student relationship. The child must express opinions, argue, take
make decisions and take responsibility for the task, adopting a leading attitude. Adults
they must listen, respect different opinions, provide information and guide without imposing
its solutions.

h) It promotes the integration of all students. Children can participate according to

their aptitudes and cognitive styles, avoiding exclusions and marginalizations (op. cit.).

It promotes the development of self-esteem. The child feels capable of facing a

the problem and trying to solve it, feels valued by others. The teacher relies on
in the child's abilities and/or in their shortcomings.

j) It promotes the development of oral and written language. These participative activities
they take the children to learn to speak up, to express themselves, to formulate problems and
to develop solutions, to be rigorous in their reasoning, to express themselves clearly, to
argue logically, respecting the ideas and turns of others. At the same time,
they encourage children to seek information in different types of texts to answer
the needs that arose during the development of the project.

k) It favors the generalization of the learned skills, since these projects in

In general, they are enrolled in everyday situations.