Reading strategies applied by beginning teachers in child education

Abstract

The work with reading strategies since early childhood becomes one of the theoretical assumptions that guided the research work reported in this article. For this purpose, we used a qualitative, descriptive-analytical investigation as a study base, in which two early-stage teachers in Early Childhood Education were a direct source of data collection. We aim to understand what are the reading strategies adopted by teachers of babies and young children (0 to 3 years old), as well as the difficulties presents in structuring this type of pedagogical practice. The adopted theory made it possible to group the understanding of the main difficulties of the beginning teacher and the importance of promoting oral and written language in childhood. In methodological terms, the source of information collection, both in the observations and in the interviews granted, helped to implement the objectives initially proposed. The conclusion allows us to infer that it is possible to work with reading strategies when the teacher involves children in the context of the narrative, by articulating his previous knowledge, through inferences and summarizing the stories he chooses as a source of access to reading children’s literature.