Estrategias pedagógicas para la enseñanza de la lectura – escritura en los niños y niñas con discapacidad cognitiva en la primera infancia

Abstract

Reading has a social and interactive representation, taking into account that each communicative exchange and the meaning derived from them always originate and make sense in a particular social and cultural environment. It is for this reason that the learning of this aspect is considered a cultural and unnatural process, that is, it does not derive directly from innate abilities that can be activated by only contact with a literate environment, but instead is treated of a complex process where students' cognitive and neuropsychological skills and abilities need to be activated by pedagogical methods according to age, learning needs and requirements. Through pedagogical interaction, the teacher at the preschool level has the primary function of enhancing the development of cognitive and social skills during the process of approaching reading in children with cognitive limitations. To achieve this, it is necessary to implement flexible and innovative teaching strategies that are integrated from the formation of the curriculum, recognizing multiple intelligences or learning styles. Language, understood in the broad sense of communication, constitutes a central axis in the cognitive and socio-emotional development of the child, therefore, it is very important that those people who work in the education and care of children of age Preschool and its transition to the first grade of basic education, have a theoretical and methodological knowledge of the different pedagogical proposals that contribute to the processes of approach to reading