Formas de simbolización que favorecen la adquisición de la escritura en educación inicial desde un aprendizaje situado

Abstract

The current research titled: "Forms of symbolization that favor the acquisition of writing in Initial Education from a situated learning" arises from the interest in approaching the teaching and learning processes of writing from a Sociocultural approach, its main purpose is to favor the acquisition of this modality of language from a situated learning perspective. The intervention proposal is based on Project Pedagogy, through which children had the opportunity to enhance gesture, play and drawing as the first forms of symbolization and approached the production of written texts of social circulation. The experience was systematized by the research teacher, realizing the importance of providing situated learning, assuming writing as a sociocultural practice, favoring the evolutionary process of writing in children from the first symbolizations.