Organizando el aula en función del lenguaje escrito. Una experiencia pedagógica en educación parvularia

Abstract

The following article systematizes an experience carried out in two urban schools located in marginalized areas in the region of Araucanía (Chile). Moreover, it proposes a strategy for teaching reading and writing through classroom organization in Early Childhood Education. We collected the information by using classroom observation, interviews with the teachers and action research reports written by teachers. The result was the progress in the acquisition of written language in children. Also, there were advances in the understanding of this process from a more systemic view.