El arte plástico y la familia como estrategias de acercamiento a la lecto-escritura

Abstract

In the school Castilla District Educational Institution I. E. D., located in Bogotá, Kennedy (8), is the Transition Degree 2 Day Afternoon; in the children there is anguish and fear for the beginning of the reading and writing process, they probably feel pressured in their homes to acquire this knowledge from the first day they arrive at school, since they hear phrases like: "we are going to write "," I take out my notebook "" we are not going to do anything "or" today we did not do anything ", when asking them why they say they did not do anything, they argue that they did not work on their notebooks or on sheets; Likewise, it has been shown that parents try to use traditional methods, such as the repetition of words and written sentences, their young children assimilate quickly. Therefore, the question is posed: How can plastic art and family participation be a means of approaching the reading and writing process for Transitional children? 2 afternoon session of Castilla I.E.D.?; the objective is to facilitate the reading and writing process through the design of plastic art activities, with the participation of the family, in the transitional children. 2 Late afternoon of the Colegio Castilla IED in the Kennedy District of Bogotá DC, for this purpose the line of research is evaluation, learning and teaching since the proposal of disciplinary intervention directly addresses the processes of reading and writing and these are immersed in the curriculum from preschool to eleventh grade. It is important to understand that the learning process of reading and writing, is one of the fundamental knowledge for anyone for which plastic art and the fundamental accompaniment of the family have been taken into account, to develop the first steps towards process of literacy and is carried out in such a way that it is a game for children in which they are appropriating sign language.