Initial literacy and early mathematical knowledge. Confluence of practices in early Childhood Education
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Abstract
In this work, the activity patterns around which the classes are organised are analysed and the tasks that configure the actions of the classroom on the initial literacy and mathematical knowledge are recognised and evaluated in order to explain the role those different curricular elements play in them and interpret the task of curricular reconstruction that teachers undertake. To this end, data was obtained from video recordings of 27 class sessions by 5 teachers of Early Childhood Education. The results corroborate previous studies on teachers’ actions that follow a school culture linked to the stage. It has also been noted that the nature of the content in Early Childhood Education also plays a key role in the creation of work proposals for practice.
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