<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1659-2913</journal-id>
<journal-title><![CDATA[Revista Costarricense de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Costarric. Psic]]></abbrev-journal-title>
<issn>1659-2913</issn>
<publisher>
<publisher-name><![CDATA[Colegio Profesional de Psicólogos de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1659-29132017000200105</article-id>
<article-id pub-id-type="doi">10.22544/rcps.v36i02.02</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conocimientos sobre la lectoescritura emergente y prácticas en las aulas para su promoción: Un estudio con docentes de Educación preescolar en Costa Rica]]></article-title>
<article-title xml:lang="en"><![CDATA[Emergent Literacy Knowledge and Classroom Practices for its promotion: a Study with Preschool Education Teachers in Costa Rica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Conejo]]></surname>
<given-names><![CDATA[L. Diego]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carmiol]]></surname>
<given-names><![CDATA[Ana M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>36</volume>
<numero>2</numero>
<fpage>105</fpage>
<lpage>121</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1659-29132017000200105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1659-29132017000200105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1659-29132017000200105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las concepciones y los conocimientos docentes afectan la práctica docente y esta, a su vez, influye en los logros de desarrollo en lectoescritura emergente de los niños preescolares. Esta investigación explora las valoraciones docentes de prácticas efectivas en el aula para la promoción de la lectoescritura emergente y sus conocimientos sobre conciencia fonológica y fonemas. Una muestra conformada por 284 docentes a cargo de salones de educación preescolar contestó un cuestionario en línea. Los resultados indicaron diferencias según tipo de universidad en la cual se tituló la docente. Las docentes graduadas de universidades públicas otorgaron mayor importancia a prácticas efectivas en el aula para la promoción de la lectoescritura emergente que las docentes graduadas de universidades privadas. Si bien la mayoría de participantes consideró la conciencia fonológica como un factor importante para el desarrollo de la lectoescritura, los conocimientos sobre esta fueron deficientes en toda la muestra. Igualmente, los conocimientos docentes sobre los fonemas y su habilidad para identificarlos en palabras concretas también fueron deficientes. Estos y otros hallazgos se discuten a la luz de sus implicaciones para la promoción de la calidad en la educación preescolar costarricense.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Teachers&#8217; conceptions and knowledge affect their practices, and teachers&#8217; practices influence preschoolers&#8217; 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&#8217; 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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[concepciones docentes]]></kwd>
<kwd lng="es"><![CDATA[prácticas docentes]]></kwd>
<kwd lng="es"><![CDATA[conocimientos docentes]]></kwd>
<kwd lng="es"><![CDATA[educación preescolar]]></kwd>
<kwd lng="es"><![CDATA[lectoescritura emergente]]></kwd>
<kwd lng="es"><![CDATA[conciencia fonológica]]></kwd>
<kwd lng="en"><![CDATA[teachers&#8217; conceptions]]></kwd>
<kwd lng="en"><![CDATA[teachers&#8217; practices]]></kwd>
<kwd lng="en"><![CDATA[teachers&#8217; knowledge]]></kwd>
<kwd lng="en"><![CDATA[preschool education]]></kwd>
<kwd lng="en"><![CDATA[early literacy]]></kwd>
<kwd lng="en"><![CDATA[phonological awareness]]></kwd>
</kwd-group>
</article-meta>
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