Bibliographic citations
Taipicuri, A., (2022). Enfoques en lectoescritura preescolar en Latinoamérica y Estados Unidos: un Estado del Arte desde el 2010 [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/23595
Taipicuri, A., Enfoques en lectoescritura preescolar en Latinoamérica y Estados Unidos: un Estado del Arte desde el 2010 []. PE: Pontificia Universidad Católica del Perú; 2022. http://hdl.handle.net/20.500.12404/23595
@misc{renati/26735,
title = "Enfoques en lectoescritura preescolar en Latinoamérica y Estados Unidos: un Estado del Arte desde el 2010",
author = "Taipicuri Mamani, Ana Lucía",
publisher = "Pontificia Universidad Católica del Perú",
year = "2022"
}
Learning to read and write is a significant experience for every boy and girl, taking on greater relevance upon reaching primary school. However, not everyone has the same experiences, as this will depend on different social, cultural, economic factors, etc. One of these factors is the strategies that the teacher uses to approach literacy in the classroom. Some teachers consider continuing to use traditional strategies, while others experiment with implementing new alternatives in their classroom sessions. These strategies are based on different approaches, which from a perspective indicate to the teacher which way they should follow to achieve the desired learning. In this sense, the present state of the art aims to provide an updated documentary review about the approaches that underpin the innovative strategies carried out in preschools in different countries of Latin America and the United States during the last 10 years. The approaches analyzed are two: the authentic assessment approach and the universal design for learning. Both present ideas that were adapted to the field of literacy by teachers, researchers, among other professionals in the educational field. At the end of this analysis, initial-level teachers and those interested in children's literacy will understand in greater depth the approaches behind the new literacy practices. This, in turn, will provide them with a greater foundation to replicate these practices in their institutions, adapting them to their respective contexts.
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