TEACHING PRACTICES OF READING AND WRITING IN EARLY CHILDHOOD EDUCATION IN BRAZIL AND FRANCE AND CHILDREN’S KNOWLEDGE OF ALPHABETIC WRITING

ABSTRACT: This study investigated the reading and writing teaching practices in two pre-school classes (five-year-old children): one belonging to the public schools in Recife/PE (Brazil) and another in Paris (France). It was sought to analyze more specifically the work focused on the appropriation of alphabetic writing from the reading and writing activities developed in the classroom. The methodological procedures were interviews, observations of the daily school routine, and writing words activities with students. The analysis of the collected data showed that the teachers organized their pedagogical work in order to emphasize the use of texts and readings that were already part of the children’s universe, and also developed games and activities that led the students to think about the principles of alphabetic writing. At the end of the school year most students of both classes showed understanding of the relationship between writing and the sound of words.

摘要：本研究针对两所招收五岁幼儿的学前班级开展读写教学实践调研，分别来自巴西伯南布哥州累西腓市的公立学校，以及法国巴黎的学前班级。本研究旨在更具体地分析课堂开展的读写活动框架下，围绕幼儿对字母书写体系的掌握所实施的教学工作。本研究采用的方法包括访谈、校园日常教学活动观察，以及与学生共同开展的单词书写练习活动。对收集到的数据进行分析后发现，两位教师在组织教学工作时，均着重选用贴合幼儿既有认知范畴的文本与阅读素材，同时设计各类游戏与教学活动，引导幼儿思考字母书写体系的核心原则。学年结束时，两所班级的绝大多数学生均已理解书写与字词发音之间的对应关系。