Read to Grow

Program Development and Cognitive Linguistics implemented in schools in the province of Entre Rios demonstrates that reading enhances learning of children. It is also a time to encourage recreation in school and at home.

Nena leyendo un libro con dibujos
Nena leyendo un libro con dibujos

Many stories circulate in the popular imagination, however, in Argentina there are guys who never read one. Read, or have someone do it for them, in addition to allowing access to different , real or imaginary universes, it helps to have better educational trajectories. In this sense, the Program Language and Cognitive Development promotes reading situations in the garden and at school, seeking to enhance the link between families and schools. This is a project jointly developed Arcor Foundation, the General Board of Education of Entre Rios and researchers from the CONICET (National Council for Scientific and Technical Research), led by Celia and Ana María Borzone Rosemberg , in order to promote language and cognitive development of children.

The program is implemented since 2007 in kindergartens across the province, with the active participation of teachers and relatives of children. Respecting the curriculum for the initial level of the province guidelines, the initiative promotes reading as a tool for children to develop knowledge, create emotional bonds and interact with the world. Just like the game , read also is a time of learning through which best results are obtained when literacy begins early. As part of the initiative, twelve books of stories were printed for rooms, for families and teachers.

Currently, the proposal is working intensively on continuing training of teachers, to deepen and strengthen the thematic implementation. The training is classroom and distance mode , the latter through the Virtual Training Platform Arcor Foundation. The concepts, suggestions and activities seek an impact on teaching practice and in creating opportunities for children.

A project progresses

At the end of the first applications, the assessment made ??by the technical team on the impact of the program showed that the changes in the linguistic and cultural universe of the guys were remarkable. It also became necessary to give continuity to the process. Thus in 2011 began working in coordination with the primary school, to strengthen the transition from one level to another and accompaniment in school careers of children, seeking not to feel a gap between the activities of garden and first grade .Articulation is important because upon entering first grade, children should be able to use a vocabulary of between 4 and 6 thousand words. This will help them in their early reading and writing, and also in understanding the symbolic language of mathematics , science and the arts. For this reason, the proposal in the initial level emphasizes orality , while in the first degree , is designed to strengthen writing as the written language is the key tool for organizing and retaining information over time.

Child actors

In everyday interactions of the guys a lot of teachable moments appears. However, not always adults childcare recognize them as learning situations or have the tools to develop, for example , read a sign on the street. Therefore, the program tries to reach out to families that value those instances as moments when the kids are learning . Thus , it seeks to maximize the impact on cognitive and language development of children.

Related Information:

Children and schooling in Latin America

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Performed according to google translator translation.

 

 

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