The challenges of pedagogical practices in the face of literacy and literacy in early childhood education
DOI:
https://doi.org/10.51473/ed.al.v3i1.471Keywords:
early childhood education, pedagogical practice, teacher, kid, LiteracyAbstract
The present work aims to clarify what literacy is and what are the ways for the student to acquire adequate
knowledge for their growth. Contextualize the didactic sequences in order to make them more meaningful and
understandable for children. The methodological approach used was bibliographic research, the main procedure
being the descriptive analysis. Emphasizing literacy as a pedagogical practice to be carried out in a playful
way, and emphasizing that the literacy process is to prioritize actions that provide access to this work, and it is
essential that active participation occurs in the proposed activities with a focus on motivating and stimulating
situations that favors cognitive and personal development. The perspective in early childhood education must
therefore be conceived from the moment the student enters school, the teacher is essential for the development
in the higher psychological function of the student. The Challenges of Inclusive Education under a new look.
For this, an explanation was made of the role of the school, the role of the family and the role of the teacher,
pedagogical practices in early childhood education, political pedagogical project as the basis of pedagogical
practice and pedagogical practice mind and body. We observed some pedagogical practices among them: Romantic,
Cognitive and Critical pedagogical practice. Because it is from the recognition of changes in these three
points that the inclusion of the student and training is ensured so that society recognizes diff erences without
discrimination and prejudice.
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