LEARNING DIFFICULTIES IN THE EARLY YEARS OF ELEMENTARY SCHOOL

Abstract

Learning difficulties in the early years of elementary school represent a significant challenge, especially as they involve the development of essential skills such as reading, writing, and logical reasoning. This qualitative study, based on a literature review, aimed to analyze these difficulties and identify pedagogical strategies to address them. The results indicate that these difficulties have a multifactorial origin, involving cognitive, emotional, family, and pedagogical aspects. The influence of traditional teaching practices is highlighted, as well as the importance of the teacher's role in the early identification of these difficulties. The literature points out that strategies such as active methodologies, diagnostic assessment, individualized teaching, and the use of playful resources contribute significantly to promoting learning. It is concluded that addressing these difficulties requires integrated action between school, family, and specialized professionals, aiming for a more inclusive and effective education.