Resumo

CONEJO, L. Diego  e  CARMIOL, Ana M.. Emergent Literacy Knowledge and Classroom Practices for its promotion: a Study with Preschool Education Teachers in Costa Rica. Rev. Costarric. Psic [online]. 2017, vol.36, n.2, pp.105-121. ISSN 1659-2913.  http://dx.doi.org/10.22544/rcps.v36i02.02.

Teachers’ conceptions and knowledge affect their practices, and teachers’ practices influence preschoolers’ early literacy development. This study explores how much teachers value classroom practices previously proven to be effective in promoting early literacy development, and how much teachers know about phonological awareness and phonemes. A sample of 284 preschool teachers filled out an online questionnaire. Results showed differences as a function of the kind of university where teachers obtained their university degree. Teachers who graduated from public universities considered practices proven to be effective to promote early literacy more important than teachers who graduated from private universities. Although most participants considered phonological awareness an important factor for early literacy development, knowledge about it was deficient across the whole sample. Teachers’ knowledge about phonemes and their abilities to identify phonemes in specific words were deficient. Findings are discussed in light of their implications for promoting quality preschool education in Costa Rica.

Palavras-chave : teachers’ conceptions; teachers’ practices; teachers’ knowledge; preschool education; early literacy; phonological awareness.

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