FROM CHILDHOOD EDUCATION TO THE EARLY YEARS OF ELEMENTARY EDUCATION: LITERACY AND LITERACY

Abstract

This book aims to analyze the continuity of the reading and literacy process after the child completes preschool and enters elementary school, as well as studying the process of acquiring reading and writing. Valuing the knowledge brought by students and then working on the knowledge systematized and constructed by humanity is considered important.
Schools and teachers who do not understand the importance of literacy often continue to inappropriately use tools such as notebooks, which are almost always irrelevant to the child.
It should be noted that reading and writing cannot be adapted without considering literacy. To achieve this, the theoretical framework is based on the ideas of researchers on the topic, and also brings a reflective look to the environment of the school and classroom literacy process.
The topic is related to the child's reading and literacy ability after finishing preschool and starting elementary school. Such reflections made us think that there are still many doubts about the implementation of nine-year primary education.
According to Coraggio (1998), to adapt to the expectations of this new legislation, educational and curricular reforms must continue with citizenship education for children and young people. Therefore, it is necessary to provide them with information, so that they can participate and enjoy the goods and services of today's society and integrate into the production process, which requires an increasingly qualified workforce.