READING AND WRITING IN EARLY CHILDHOOD EDUCATION – 5-YEAR-OLD CHILDREN AND THE DEVELOPMENT OF THESE SKILLS CARLOS ALBERTO DE PAULA, CRISTINA MARCIA GARCIA MIGUEL, SUELI AMÉLIA DA SILVA BASTOS, LUIZ ROBERTO BRAZ

Abstract

In the communication and information society in which we live, children are increasingly immersed in the culture of writing at an earlier age. Learning to read and write remain articulated and, consequently, this connection is transferred to literacy and the gradual assimilation of alphabetic writing, whether due to its properties or its phonological basis. In this sense, it is clear that it is possible to address, simultaneously, literacy and the initial processes of literacy, articulating the sound of the language with the writing system in Early Childhood Education. From playful experiences and, gradually, following the children's inherent curiosities in relation to the language they learn, a rich and literate learning experience is provided in terms of improvement. At the age of 5, with rare exceptions, the child should evolve quickly at the alphabetic level if they are guided and encouraged through appropriate proposals and of a playful nature. Alphabetic Writing is the last stage of the evolution of writing, the child already writes alphabetically not necessarily orthographically, syllabic, syllabic-alphabetic and alphabetic. The practice of reading and writing should occur frequently, in a pleasant way, from early childhood education to the final grades. The challenge of teachers in Early Childhood Education is to teach literacy by writing, arousing students' interest in reading in its various forms, whether through poetry, books, newspaper reports, in recreational activities, games, tongue twisters, exploring their curiosities and only after bringing literacy as an instrument for her to make use of this language.