Using this variables three groups were selected: Group A was formed by 20 children mean age 5.5-year-olds from middle urban income families who attended a public kindergarten school situated in a middle class neighborhood. In order to measure the last variable, parents education level and job were considered according SartГє (1992) occupational scale. The groups were described according to different variables such us age (measured up to May, 30th), sex and socioeconomic level. From theoretical and methodological point of view we have take in account a cognitive psychology perspective to explore those variables considered early literacy skills such as phonological awareness, early writing skills among others as well as we have adopted as teaching and learning process framework Vigotsky's zone of proximal development as well as Bruner's scaffolding. In the framework of these observations, the aim of the present study was to compare early reading and writing skills in three groups of children from different socioeconomic environment. These researches tempt to explore and describe the concepts, knowledge, skills and early actions of reading and writing as well as the social context where these developments occur. From a developmental perspective there have been numerous studies focused mainly on literacy learning before formal teaching of reading and writing in school. There are differences between social groups with regard to these activities that may cause knowledge differences at early age that may explain reading and writing learning process failure in low income children. The rate and the way reading and writing are developed is highly related with parents educational level and the kind and frequency of the literacy activities they propose. Most of the former literacy studies have been carried out with middle class children and show that reading and writing learning process begins very early at home. En concordancia con el modelo evolutivo de Nelson (2007), los grupos muestran un desempeГ±o similar en conocimientos que responden a procesos perceptivos bГЎsicos y difierenen aquellos que la investigaciГіn ha demostrado que requieren de la intervenciГіn de un adulto alfabetizado.Дue to the fact that early literacy skills are crucial for reading and writing learning process, it is important to identify them in order to design teaching activities. Sin embargo, no se hallaron diferencias entre los niГ±os de los distintos sectores socioeconГіmicos evaluados en las tareas de discriminaciГіn, manejo de libro y reconocimiento de acciones de lectura y escritura. Los resultados obtenidos seГ±alan que existen diferencias entre los grupos en las tareas implicadas en el reconocimiento de lenguaje tГ©cnico, en las de conciencia fonolГіgica y en las formas de escritura. Los niГ±os respondieron a 11 pruebas que evalГєan las siguientes variables precursoras de la alfabetizaciГіn: Habilidades de procesamiento fonolГіgico, Conocimiento de las correspondencias, Habilidades de discriminaciГіn visual de letras y palabras, Habilidad de lectura de palabras en contexto, Capacidad de reconocimiento de acciones de lectura y escritura, Formas tempranas de escritura, Conocimiento de lenguaje tГ©cnico y Manejo de libro. En este sentido, el estudio que se informa abordГі la incidencia del medio en las habilidades tempranas de lectura y escritura en tres grupos de niГ±os de diferente procedencia socioeconГіmica (niveles socioeconГіmicos medio urbano, bajo urbano ybajo rural). Dada la relevancia del desarrollo temprano de los conocimientos o habilidades considerados precursores de la alfabetizaciГіn, resulta fundamental, para la elaboraciГіn de propuestas pedagГіgicas, identificar aquellos aspectos en los que es necesario focalizar dichas propuestas.

Planas de escritura para ninos