Abstract

QUEME OROXOM, Heydi Johanna. Didactic strategies in the teaching-learning of emerging literacy, in the covid-19 pandemic. Rev. Actual. Investig. Educ [online]. 2022, vol.22, n.3, pp.3-34. ISSN 1409-4703.  http://dx.doi.org/10.15517/aie.v22i3.48738.

Emerging Literacy is the precursor phase where it is hopping that the childhood can reach skills and abilities to approach how to read and write. This procedure is unique to obtain the success of scholarship. The objective of this article is to introduce the findings of the investigation, which identified the similarities and differences of the didactic strategies, so the practices and the curricular adaptations about the procedure of teaching learning of the Emerging Literacy doing the remote mode during the pandemic COVID 19. The investigation was performed the first three months of the year 2021, during a qualitative methodology and descriptive, using the study of instance that corresponded to two private educational establishments and only one public from occident Guatemala. A documentary review was carried out of the planning in the area Language Communication L1, the observations about virtual platforms and 15 semi-structured interview directed to the teachers, principals and mothers of family. The information was given and revealed findings 1) into the practice of the didactic strategies, all what is found are didactic techniques that was determined from the job of remote modality. 2) The curricular adaptations, which the teachers did in remote modality and 3) the challenges that faced the educational community about the procedure of the learning teaching by the pandemic. It is concludes with the necessity of working strategies to the remote modality that can allow reaching the proposed competencies to the developing about all the key elements of Emerging Literacy.

Keywords : teaching method; Reading; pandemic; online learning.

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