EARLY LITERACY: STANDS, DISCUSSIONS AND CONJECTURES

Marta Zamero

Abstract

This article takes a critical position, emerging from the teacher discussion regarding the function of literacy in early education. The  position is characterised by a strong rejection of teaching letters and “conventional literacy” considered to be “level prioritization”. In an apparent contradiction of this position, teachers show a growing interest in teaching to read and write. At the same time, Kindergarten education offers  countless daily examples in classrooms of the development of activities related to early literacy in a strict analysis. Thus, the relationship reflecting the rejection in their discussion and their practices in the classroom shows up and reveals the existence of literacy concepts that, in our opinion, ought to be revised. The reason being that it is a question of a citizen’s right and, to our current knowledge, it has been affirmed that the earlier these elements of knowledge are learned, the easier it will be for the students to be included in the educational process. Thus, we propose going through different theories on education followed by the discussion, of certain connotations implicit in the stand that rejects early literacy and, furthermore, some conjectures formulated on the subject.