Reading and writing conceptions in children of preschool education

Abstract

In this study, we focused in the conceptions of children on reading and writing in preschool. The objectives of this study were to investigate the conceptions that children had about the functionality and the utility of reading and writing and identify what knowledge revealed children about different supports reading and writing. We used the methodological paradigm of research-action and data collection was made in a pre-school class, with children 5/6 years old. For this we used data collection instruments such as semi-structured interview and a set of commonly used writing supports. The conclusions pointed to a pair of knowledge about the reading functionality, all children have demonstrated knowledge of different writing supports; and the influence of the practices / contact reading and writing and printing materials in the preparation of the level conceptions of children with regard to reading and writing.