Estado del Arte sobre el desarrollo de la conciencia fonológica en niños de 4 y 5 años
Date
2022-10-07
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Pontificia Universidad Católica del Perú
Abstract
El presente Estado del Arte aborda el tema de la conciencia fonológica en niños del
ciclo II del nivel de educación inicial. Su objetivo es analizar los aportes de diferentes
autores acerca de los fundamentos teóricos que se sostienen en relación con el
desarrollo de la conciencia fonológica en niños de 4 y 5 años. La metodología que
guía a la investigación se sustenta desde un enfoque cualitativo de tipo documental,
lo cual posibilitó la selección, análisis y contraste entre diversas fuentes académicas,
tales como, libros, artículos y manuales. Estas fueron consultadas en bases de datos,
repositorios de universidades, revistas académicas, entre otros, teniendo el criterio de
temporalidad de unos veinte años de antigüedad como máximo. Asimismo, la
información recogida fue organizada en dos matrices, iniciando con la bibliográfica y
luego con la de sistematización. Además, la investigación se estructura en dos
apartados, en el primero se aborda la conciencia fonológica y su relación con la
familiarización del niño al mundo escrito y en el segundo, los fundamentos teóricos
sobre la conciencia fonológica. Sobre la base de los apartados mencionados, se
desarrollaron cuatro reflexiones finales. De las dos primeras reflexiones se destaca
que la conciencia fonológica cumple un rol fundamental en el paso de la lectura y
escritura no convencional a la convencional de los niños de 4 y 5 años. De las dos
últimas, se resalta que se necesita de una mayor elaboración de guías, manuales,
entre otros recursos, que orienten a los docentes a desarrollar la conciencia fonológica
de una manera más adecuada y significativa en cada grupo etario de niños.
This research addresses the topic of phonological awareness in children of cycle II of preschool. Its objective is to analyze the contributions of different authors about the theoretical fundamentals that are held, in relation to the development of phonological awareness in children of 4 and 5 years old. The methodology that guides the research is based on a qualitative documentary approach, which made possible the selection, analysis and contrast between various academic sources, such as books, articles and manuals. These were consulted in databases, university repositories, academic journals, among others, having the temporality criterion of a maximum of twenty years old. Likewise, the information collected was organized in two matrices, starting with the bibliographic one and then with the systematization one. In addition, the research has two sections, the first addresses phonological awareness and its relationship with the child's familiarization with the written world and the second, the theoretical fundamentals on phonological awareness. From these two sections, four final reflections were developed, from the first two it is highlighted that phonological awareness plays a fundamental role in the transition from unconventional to conventional reading and writing in children aged 4 and 5 years. Of the last two, it is highlighted that there is a need for a greater development of guides, manuals, among other resources, that guide teachers to develop phonological awareness in a more appropriate and meaningful way in each age group of children.
This research addresses the topic of phonological awareness in children of cycle II of preschool. Its objective is to analyze the contributions of different authors about the theoretical fundamentals that are held, in relation to the development of phonological awareness in children of 4 and 5 years old. The methodology that guides the research is based on a qualitative documentary approach, which made possible the selection, analysis and contrast between various academic sources, such as books, articles and manuals. These were consulted in databases, university repositories, academic journals, among others, having the temporality criterion of a maximum of twenty years old. Likewise, the information collected was organized in two matrices, starting with the bibliographic one and then with the systematization one. In addition, the research has two sections, the first addresses phonological awareness and its relationship with the child's familiarization with the written world and the second, the theoretical fundamentals on phonological awareness. From these two sections, four final reflections were developed, from the first two it is highlighted that phonological awareness plays a fundamental role in the transition from unconventional to conventional reading and writing in children aged 4 and 5 years. Of the last two, it is highlighted that there is a need for a greater development of guides, manuals, among other resources, that guide teachers to develop phonological awareness in a more appropriate and meaningful way in each age group of children.
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Keywords
Educación preescolar--Investigaciones, Fonología, Niños--Lenguaje, Lectura--Estudio y enseñanza, Escritura--Estudio y enseñanza
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