THE CHALLENGES OF INTRODUCING WRITING IN PRESCHOOL II FROM AN INCLUSIVE PERSPECTIVE

Abstract

This research addresses the development of reading and writing in the "Pré II" stage (the final year of preschool/kindergarten), emphasizing the importance of playful and meaningful pedagogical practices in early childhood education. Viewing the child as an active subject in the construction of knowledge, the study seeks to understand how experiences involving oral language, reading, and writing contribute to the cognitive, social, and cultural development of children at this stage of schooling. Grounded in the theoretical contributions of Jean Piaget, Lev Vygotsky, and Emilia Ferreiro, the work discusses the relevance of social interactions, play, and literacy practices in the process of acquiring written language. The methodology employed is a qualitative bibliographic review, conducted through the analysis of books, scientific articles, and official documents related to literacy and the development of reading and writing skills in early childhood education. The results indicate that early exposure to various types of texts—combined with playful activities and reading experiences mediated by a teacher—fosters children's interest in written language, while contributing to the development of their autonomy, imagination, and communication skills. It is concluded that the introduction to reading and writing in the "Pré II" stage should take place within a meaningful context, respecting the specific nature of childhood and promoting significant learning experiences, rather than prematurely introducing mechanized, formal literacy practices.