Teachers’ conceptions and practices for a literary education in Early Childhood Education (0-3)
Abstract
Abstract. INTRODUCTION This qualitative research focuses on the conceptions and practices of teachers of Early Childhood Education (0-3) on literary education. METHOD An instrumental case study has been carried out with four teachers who have more tan 10 years of experience in early childhood education schools (0-3), for whom literary reading at this stage is a fundamental axis. The data has been collected through semi-structured interviews and analyzed with the QDAMiner software. RESULTS The results show teachers’knowledge about their teaching mediation and literary reception in 0 to 3 year olds and offer a reference of quality practices for literary education in early ages. DISCUSSION This work advances in the field of early literary education as a space for research in the area of didactics of language and literature. The need for specialized training for mediation that dignifies the 0 to 3 year old receiver is confirmed.
Downloads
Article download
Crossmark
License
In order to support the global exchange of knowledge, the journal Revista Complutense de Educación is allowing unrestricted access to its content as from its publication in this electronic edition, and as such it is an open-access journal. The originals published in this journal are the property of the Complutense University of Madrid and any reproduction thereof in full or in part must cite the source. All content is distributed under a Creative Commons Attribution 4.0 use and distribution licence (CC BY 4.0). This circumstance must be expressly stated in these terms where necessary. You can view the summary and the complete legal text of the licence.
