SciELO - Scientific Electronic Library Online

 
vol.14 suppl.2Programa madre canguro: una alternativa sencilla y costo eficaz para la protección de los recién nacidos prematuros o con bajo peso al nacerDesplazamiento forzado, niñez y adolescencia: escenarios en relación con su estabilización socioeconómica índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Revista

Articulo

Indicadores

Links relacionados

  • En proceso de indezaciónCitado por Google
  • No hay articulos similaresSimilares en SciELO
  • En proceso de indezaciónSimilares en Google

Compartir


Revista de Salud Pública

versión impresa ISSN 0124-0064

Resumen

FLOREZ-ROMERO, Rita; ARIAS-VELANDIA, Nicolás  y  BENITEZ-CAMARGO, Luisa-F.. The initial stages of learning to write: age and socioeconomic differences. Rev. salud pública [online]. 2012, vol.14, suppl.2, pp.46-57. ISSN 0124-0064.

Objectives Establishing similarities and differences between the performance of children from higher socioeconomic strata (4 and 5) attending kindergartens and those from low socioeconomic strata (1 and 2) concerning writing, notation, mode of production and style of speech. Methods A set of initial and emergent writing assessment (IEWA) tasks were compared to evaluate three aspects of knowledge regarding writing with 223 children aged 3, 4 and 5 years of age from four kindergartens dealing with childrenfrom socioeconomic strata 4 and 5 (high ) and three kindergartens taking children from level 1 and 2 (low) in Bogotá. Performance was compared in terms of age and high and low strata. Results Writing as notation was correlated with children's age; writing and speaking styles revealed differences between high and low strata and writing as a mode of production was correlated with age and socioeconomic status. Conclusions Writing as a style of discourse (notation) was richer in higher strata children and varied between kindergartens taking high strata children because of language comprehension being dealt with as a system. Such differences were due to children's unequal access to the significant meaning implicit in writing.

Palabras clave : Inequality; writing; preschool.

        · resumen en Español     · texto en Español     · Español ( pdf )

 

Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons