Based on the socio-cultural reality of the students in relation to the teaching-learning process, we find that it is necessary to rethink the education of the future and the present as knowledge formation and not only as information, the learner must be more active, participCatory in life in their ideas. One of the ways for this to happen is through writing, what is written is not lost and does not change the intentionality, stays registered for a long time, with this can be used in other circumstances. If you want to know more about taste of writing, visit Edupeet.com
Teachers are trainers of writing lovers, it depends of course a good intentionality in the classroom, encouragement and freedom of expression. Resizing the pedagogical practice from the student’s previous knowledge is a renewing possibility that brings to light the writer and the critical reader. Knowing his context is important, where he is inserted, because starting from this context he will know how to put himself in society.
Reading X Writing
Reader and writer go together because the writer always writes to someone in the case the reader. We live in a world where everything is related to writing and reading. Interestingly, there is a great demand for students with difficulty of expressing themselves through writing. Taking into account that verbal communication is more present in society, which has undergone a major transformation due to the increasing incorporation of technology in its daily life in the last decades, getting closer and closer to learners. The use of the cell phone that was once more restricted, and as an adult, today is one of the most important things in preschool children’s lives.
We no longer need to leave a note for Mom telling us that we are at her neighbor’s house by the time she arrives, it is easier to make a call with the cell phone, and even if they wrote a text message, they would not use the correct norm, even with the internet is easier to communicate, we do not need to find the paper and pencil or pen to leave that note.
In this sense Monteiro Lobato and Charles Saint-Beuve invite us to think about how we will enchant and awaken the taste for writing in children, being in the space where the verbal has greater dominance. The idea of resizing the writing experience into a pleasant form of expression is also confronted with the convenience of some more traditional and less educated teachers, who have been displaced from their training, a very frequent thing in the public network, which only works towards grammar. The restriction or fear of awakening in the child questions that may escape his knowledge, thus causing a cognitive imbalance. According to Piaget, 1976: “the balance between the assimilation of experience to the deductive structures and the accommodation of these structures to the data of experience”.
In your way of thinking learning. Some teachers do not, for example, find it important to read to students, to do it spontaneously in the classroom, without charging something, simply for the pleasure of reading and listening. It is not only to read to write, but to give the student an opportunity to express himself orally, giving an opinion, feeling the taste of what he has read, that is, working with a taste for writing and reading.
Reading has to be encouraged early on for children, as the more they read the easier it is to start writing. This incentive comes from home for the parents and family that surround the child, so that the taste of the writing is born is necessary to let it take the first steps. Valuing what you are producing, helping you to progress with joy and spontaneity, we will be encouraging you to reach ever higher levels of competence and perfection.
If the habit of reading is not achieved at home by the family, it will be up to the school to give children conditions to contact with books, even though, within many schools, reading is conceived as a decoding of linguistic signs, a production of meanings.
Reading and writing are completed, one depends on the other, for the subject to be a good reader and also a good writer, they must be encouraged together. One only learns to write with gusto, if one is free to write what one wants. The student will be free to write so if the school leaves him as a subject of education and builder of his own knowledge, it also implies in the methodology of writing learning where the student is given the freedom to write. Then we get to the point where the taste for writing grows as we write.
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According to KOCH and ELIAS:
“When children come to school they already speak the language. When getting in touch with writing, you need to adapt to the requirements of this, which is no easy task. It is for this reason that his texts are fraught with marks of orality, which, in a short time, must be eliminated. In the initial phase of acquiring writing, the child transposes to the written text the procedures that he is accustomed to use in his speech. Only with time and with the teacher’s continuous and patient intervention will he build his written text model. “
Teacher performance in relation to children’s learning
In this process the teacher is the mediator so that the child develops the necessary knowledge for the development of writing, being this in the beginning an informal writing, with phrases and expressions of the student’s daily life. One has to consider that it is a process under construction. It is up to the teacher to make the student aware of the peculiarities of the situation of written production and the requirements and resources that are his own. This is when the acquisition of writing, the child needs to go, gradually becoming aware of the features that are prototypical of orality and realize that sometimes are not appropriate to the written text.
The behavior of children in front of books, regardless of age, is a form of leisure, because they feel curious, touch, manipulate, open, leaf and look at the figures, like a wraparound toy. The design expressed in them makes them dream, travel, the letters printed on them, make them laugh and thrill with the story. In this way, the child through recreation is discovering itself, recreating possible relationships between her “child” and history.
Of course this does not happen from one moment to the next, sometimes taking years. The appropriation of reading and writing is not limited to the decoding of graphic symbols, learning is due to the stimuli external to the subject and to the degree of maturity of the individuals. Analyze the development of reading and writing in its amplitude, since one is related to another, in this process there is a wide set of knowledge and skills to be considered, the movement that the individual must do so that there is an apprehension of the knowledge that goes from the ability to encode and decode to critical positioning in front of the text, consciously. It is an interpretive method, considered as revealing of a given reality.
The teacher with his / her experience should assume the role of supervisor during the production process and / or textual revision. Trying to provide conditions for the production of diversified text, which concretizes the notion of interlocutor for the child, emphasizing the importance of writing well, with details that the person reading can understand, remembering to be as clear as possible, because the reader does not know the fact reported by the writer and his task is to present it. The importance of the revision so that this text is according to the writer wishes is much more than it seems, the analysis of its text is quite significant in the process of appropriation of the textual construction, for giving the child the possibility of being a reader and reviser of the your own text or colleague’s text.
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How to develop a taste for writing
From a very early age children experience the process of textual construction, first is the oral text creating by the child, when it develops the linguistic competence when interacting with the adult, from this oral text comes the written text, the child will have already tried many variables of oral text By seeking to focus attention on what children are capable of doing, their capacities and abstractions, the teacher can not mediate the process of appropriation of written production through memorization, repetition. Direct teaching of concepts does not yield the apprehension of knowledge, and the result is verbalization as empty repetition, simulating knowledge.
The process of textual creation demands that the writer take a point of view on his thought and sentence, the concern with the spelling of words often takes a greater space than the activity of expressing what is really important. The incorrect spelling is gradually surpassed by the child when he is the reader, and already interprets that the incorrect one generates difficulty to read the text or sense of the words, starting from there the child begins to obey to the orthographic rules evidenced, one perceives a reflection of the the author to construct an appropriateness for the decoding of text.