Creencias y prácticas parentales en torno al desarrollo de la alfabetización emergente

Carla Muñoz; Nicole Frez-Aróstica

doi:10.24320/redie.2021.23.e11.3455

Autores

Carla Muñoz Universidad Católica del Maule https://orcid.org/0000-0001-5968-6076
Nicole Frez-Aróstica Pontificia Universidad Católica de Valparaíso https://orcid.org/0000-0002-1358-5867

DOI:

https://doi.org/10.24320/redie.2021.23.e11.3455

Palabras clave:

desarrollo infantil, literacidad, hábitos lectores, creencias

Agencias de apoyo:

Conicyt a través del proyecto Fondecyt Postdoctorado 3130398

Resumen

El presente estudio describe las creencias y prácticas familiares en torno a la literacidad inicial en hogares de contextos vulnerables. Participaron 79 familias de niños entre 1.5 y 5 años de edad de seis establecimientos en dos regiones del sur de Chile. Los participantes respondieron un cuestionario destinado a explorar las creencias y prácticas familiares relacionadas con la alfabetización emergente. Los resultados evidencian una alta exposición a la televisión en el tiempo libre, así como la utilización del lenguaje como regulador de la conducta. Respecto a sus prácticas vinculadas a la lectura, la mayoría de los encuestados declara enseñar explícita y sistemáticamente las letras a sus hijos, en cambio, la mayoría afirma no leer por gusto. Los resultados apoyan la idea de trabajar en red con las familias y desarrollar prácticas parentales que favorezcan la literacidad infantil en el hogar de forma temprana.

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