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

Autores

DOI:

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

Palabras clave:

desarrollo infantil, literacidad, hábitos lectores, creencias

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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Biografía del autor

Carla Muñoz, Universidad Católica del Maule

Doctora en Psicología y Ciencias de la educación por la Universidad Católica de Lovaina. Investigadora, Profesora Titular del Departamento de Psicología en la Universidad Católica del Maule. Su línea de investigación se ha focalizado en variables sociocognitivas que afectan el aprendizaje (motivación por la lectura, comprensión lectora).

Nicole Frez-Aróstica, Pontificia Universidad Católica de Valparaíso

Fonoaudióloga y Magister en Lingüística, Pontificia Universidad Católica de Valparaíso.

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Publicado

2021-06-29

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