Transiciones afectivas y armoniosas como herramienta para lograr un proceso lecto-escritor exitoso desde transición a primero

Abstract

In this document, an investigative exercise is carried out focused on affective and harmonious transitions as a tool that supports the reading-writing processes that arise from the transition grade to the first grade, thus it is intended to reflect on the methodology used in the teaching of reading -writing from virtuality supported by parents and its impact on the learning processes and socio-emotional development of transitional grade 2 boys and girls from Álvaro Gómez Hurtado School. It is necessary to deepen these processes and starting from a qualitative research, as well as collecting data through direct observation as a starting point at the beginning of the school year and the application of virtual surveys to parents, teachers and students during the pandemic; Thus, in the analysis of the corresponding results, the various strategies were identified, benefiting the adequate accompaniment with a proposal that strengthens the reading-writing process from the Juan Carlos Negret Letters program, seeking to transmit the magic of reading and writing to la vida, SED (2016) affirms that “when girls and boys read they learn to think, to know the point of view of others and to understand different versions of the same event. Training readers and writers is the most important challenge that an Educating City has” and this research project wishes to achieve.