RESEARCH PROJECT

MODULE VI

TO KNOW THE IMPORTANCE OF PEDAGOGICAL

PRACTICES FOR THE DEVELOPMENT OF
PHONOLOGICAL AWARENESS AND WRITING IN
CHILDREN WITH TEL BETWEEN THE AGES OF 4
YEARS AND 4 YEARS 11 MONTHS.

MEMBERS: YANIRA BALLOQUI VALDES

LEISI LOPEZ
DANIELA LANAS OLIVARES
 INTRODUCTION

This research is about "pedagogical practices" used for the development of phonological
awareness and writing in the second level of transition (Kinder) in two elementary schools in the
Huechuraba community, Las Canteras Elementary School and Carlos Prats Gonzalez
Elementary School.

Our theoretical framework emphasizes theorists who provide us with characteristics, purposes
and importance of the pedagogical practices that are used for the acquisition of this learning in
children who present Specific Language Disorder at this school stage. The study corresponds to
a descriptive type of research, oriented through the qualitative approach, based on the analysis
of the information gathered through semi-structured interviews and the interpretation of learning
according to authors.

These educational establishments have a School Integration Program (PIE), where they provide
attention to students with permanent and temporary Special Educational Needs. Currently,
these schools have a teaching staff of special education teachers and speech therapists, who
provided us with relevant information through interviews, which allowed us to analyze the work
done in the classroom.

In order to know the pedagogical practices used, we must resort to data collection techniques,
which is of a qualitative type with a descriptive base where through the semi-structured
interview we obtained the necessary data for the realization of our research and thus to be able
to analyze the data provided, giving answers to the problem posed in our research.

PROBLEM STATEMENT
To describe and relate the pedagogical practices used for the
development of phonological awareness and writing in children between the ages of four years
and four years eleven months who are in the second level of transition (Kindergarten).

General Objective:

To learn about pedagogical practices for the development of phonological awareness and
writing in children with TEL between the ages of 4 years and 4 years 11 months.

Specific Objective:

 To learn about the pedagogical practices used by teachers and educators for the
development of phonological awareness and writing in the regular classroom of the
schools investigated.

 Describe the strategies used in the pedagogical practices employed.

 To relate the practices used for the acquisition of phonological awareness and writing in
children of the second level of transition.

According to our approach to the problem, we consider that it is very relevant to delve into
pedagogical practices at the most recent levels because throughout educational history,
pedagogy has been progressing in the integration of social, cultural and educational pedagogy
at the social, cultural and educational levels.

The existing background on the attention to special educational needs in Chile dates back to the
60's. During this period, an educational reform process aimed at the attention of the entire
school-age population was implemented under the principle of standardization, where all
children with educational needs were integrated into regular or regular schools. M. Warnock in
1978 changed the vision of the Chilean community regarding people with disabilities to the
concept of special educational needs, which generated a different way of seeing and
understanding the difficulties that children present today, whether at an intellectual, cognitive or
language level.

At present, it is important to investigate which pedagogical practices are used for the acquisition
of phonological awareness and writing, since by knowing them we can share them and give the
possibility that they can be used in other schools, as well as identify which ones can have better
results for our children.

THEORETICAL FRAMEWORK
In relation to the process of acquiring the writing system, Emilia
Ferreiro, psychologist and pedagogue, refers that "Children begin to write at a very early age,
and these beginnings usually go unnoticed, because the environment confuses those first
writings with "doodles", "that is why we later confuse the blind copy of a model (i.e., the drawing
of letters) with a real writing."
We believe that the process of accompanying students by educators begins in the early years of
schooling, since for this interaction to be successful it is necessary for children to achieve some
basic psycholinguistic skills, such as phonological development.
Phonological awareness is a determining factor and a key requirement to generate in children
their reading and writing process, since they must have previously become aware that written
words are made up of letters and that these letters have sounds, according to Bravo, Villalón
and Orellana "Learning to read and write is a complex process that emerges during the
preschool years and continues to develop during school interaction". Therefore, establishing
guidelines and evidencing the practices that are decided to work with kindergarten students will
be considered as the learning scenario, since the role it plays is fundamental.
In relation to Vigostky, it is established that learning consists of the relationship of the other with
the person and is also related to the practices that are developed in the classroom, positive
reinforcement, the ability to teach the student and then that the child achieves autonomy allows
the whole process to be relevant to him/her. Linking the characteristics of children with SLD
(Specific Language Disorder) who present a difficulty in the acquisition of language skills that
appears without intellectual, sensory, motor, affective or neurological alterations, it is essential
to achieve a learning relationship that will allow them to perform activities with positive results,
always considering that the SLD can vary both in the aspect of language that is affected (in
sounds, grammar, vocabulary, use of language) and in the modality impaired (expressive
language or comprehension language).E.L. can vary both in the aspect of language that is
affected (sounds, grammar, vocabulary, use of language) and in the damaged modality
(expressive language or comprehensive language). Jiménez and Ortiz (2001) mention that for
some authors phonological awareness appears between 4-5 years of age, while for others it
appears around 6-7 years of age. These differences are due to the different levels of
phonological awareness that researchers consider. Thus, studies that have compared syllable
and phoneme levels have shown that syllable awareness precedes phonemic awareness.
Barrera and Maluf (2003), allude to this relationship between phonological awareness and
knowledge of written language, pointing out that the literacy process stimulates children to focus
their attention on the sound and segmental aspects of oral language, especially with regard to
the identification and manipulation of phonemes.
Finally, we establish the importance of rethinking the practices developed in the schools of
Huechuraba, in order to establish and demonstrate whether these strategies are relevant in the
process of acquisition of phonological awareness and writing process in students aged 4 years
and 4 years 11 months.

POPULATION AND DATA COLLECTION TECHNIQUES

The population to be analyzed in this research belongs to the schools
of the commune of Huechuraba. These educational establishments have been selected
because they have the participation and support of the School Integration Project.

Semi-structured interview, is a reliable and intimate data collection technique that takes place
between the interviewer and the interviewee, this is the instrument that was used for the
research.

Thematic grid semi-structured interview

SPECIFIC OBJECTIVE CATEGORIES QUESTIONS

To learn about the 1.-How do you determine the concept of pedagogical

pedagogical practices?
practices used by Concept of
Pedagogical What are the characteristics of the pedagogical practices
teachers and used to teach the skill of phonological awareness?
Practices
educators for the
development of 4.- How would you classify the pedagogical strategies
phonological used?
awareness and
writing.

Describe the Is there any relationship between practices and strategies

strategies used in Description of when teaching phonological awareness?
the pedagogical the
5.-Can pedagogical practices and strategies complement
practices employed. each other to teach phonological awareness and writing?
Pedagogical
Practices 6.-What type of pedagogical practices do you use most
frequently for phonological awareness skills?
8.-Are pedagogical practices oriented or implemented
according to the student's knowledge and educational
needs?
9.-What strategies do you use to teach the skill of
phonological awareness to a child with SLI?

To relate the Implementation 7.-Which pedagogical practices and strategies used in the
practices used for of classroom have been most effective in terms of writing?
the acquisition of What is the pedagogical practice used to teach the skill of
phonological pedagogical
practices phonological awareness to a child with TEL?
awareness and
writing in second
level transition
children.
 ANALYSIS OF INTERVIEWS

OBJECTIVE QUESTIONS INTERVIEW 1 INTERVIEW 2 INTERVIEW 3

S
1. How do you It is what we do in the room, Different academic pedagogical Activities or ways of carrying out our
determine the work
educators for the development of phonological awareness and
To learn about the pedagogical practices used by teachers and

the activities we carry out techniques.

concept of
pedagogical and how we develop them. It
practices?
must have constant
reflection and monitoring.
What are the It must have daily continuity,
characteristics of It emphasizes the visual and Attractive and flexible dynamics.
go through a monitoring
the pedagogical auditory as a main feature within
practices used to process that involves at
the room.
teach
least one process of
phonological
awareness? evaluation of practices and
re-evaluation. Applicable to
the context and reality and
finally, they must be playful.
How would you In effective and ineffective. I would rank them according to the Regular since it is difficult to
classify the performance and progress of my establish different strategies for all
The first is when they have
pedagogical students with the intention of children in the classroom and for
strategies used? an impact on the child's life. making progress on the barriers children with SLI.
presented by each one, if a
writing.

strategy does not work for me I

look for one that will give me
results.
3 -Are there any The concept of practice is an The practice is carried out by They are the ideas that we put
relationship forward to achieve an objective and
the
strategies used in the

exercise that a teacher teachers during their professional

practices employed.

between the strategies are those that help us

practices and carries out for years, and the career, where they apply different to direct where we want to go and
strategies when achieve our objectives set for the
strategies are those that I strategies to achieve the proposed
pedagogical

teaching students.
phonological carry out to improve my objectives.
Describe

awareness?
practice.
5.-Can Of course, it is favorable that Yes, as each stage of phonological It is always good to renew the
pedagogical awareness development requires methods and strategies we use to
if as a professional we use a
practices and different practices and strategies to teach children, and above all, the
strategies practice that has shown be used. If I have a practice that use of practices together with the
complement each works well with the strategies strategies that lead us to the
progress, we replicate it with
other to teach previously used, I reuse them and proposed objectives and to break
phonological the rest of the children and add a new strategy to acquire new down the barriers that children with
awareness and skills. SLI present.
complement it with new
writing?
strategies that favor
learning.
6.-What type of ICT support for work, I like to start classes with the I use the practice of starting the
pedagogical specifically tablets. practice of lingual praxias
class by playing in groups to form
practices do you performed with Minions puppets.
use most This attracts the children's syllables using cards and then with
frequently for attention and they participate, as
educational software or dynamic
phonological well as I support them with audio
awareness skills? and visual material in ppt. power point with the game "find the
hidden word".

8.-Are By conducting a process Yes, they are implemented Yes, according to the skills that each
pedagogical according to the students' abilities. one has, because everyone has
with a student assessment,
practices oriented different skills.
or implemented the knowledge and needs of
according to the
the student are considered
student's
knowledge and to guide the practices and
educational
strategies to be
needs?
implemented.
9.-What The way I present my work First, basic skills such as attention, I use the game of identifying the
strategies do you concentration and memory must same syllables that rhyme, then I
is different, in my case I use
use to teach the be developed and then we start start with the identification of vowels
skill of visual support to be able to with rhymes and syllables, and and their sound to continue with the
phonological then we continue with syllabic phonemes themselves, always with
segment the words.
awareness to a awareness. visual support.
child with SLI?
 7.-Which When I involve aspects that Individualized assistance to Liaison room, audiovisual support,
pedagogical students and COPISI method that library, off-site activities and
phonological awareness and writing in children of
To relate the practices used for the acquisition of
are not just about writing,
practices and goes from the concrete to the reinforcement.
strategies used in such as cognitive skills or abstract.
the classroom
processes.
have been most
effective in terms
of writing?

What is the It is framed in the same way First, basic skills such as attention, I like as a regular practice to bring all
pedagogical concentration and memory must
the second level of transition.

I mentioned above with the the concrete, visual and auditory

practice used to be developed.
teach the skill of visual strategy. material that facilitates the
phonological
understanding of the children, as
awareness to a
child with SLI? well as I like to set goals for the
children and reinforce them in a
positive way in front of the
achievements of each one.

ANALYSIS

Through what was observed in the interviews applied to 3 special educators from schools belonging to the commune of Huechuraba, it
can be pointed out that all the educators implement different pedagogical practices and work strategies in the common classroom for
the acquisition of phonological awareness, however, they tend to confuse practices with work strategies without being able to make a
correct distinction between the two.However, they tend to confuse practices with work strategies without being able to make the correct
distinction between the two, only the third interviewee manages to make a comparison between the two. The most relevant
pedagogical practices obtained from the interviews were feedback at the beginning of the class or activation of previous knowledge,
monitoring of activities, teachers generate moments of relaxation during classes such as the beginning with a game of syllables.
Through these practices and strategies employed by the educators of the levels, she deduces that the students acquire learning
through these pedagogical practices and strategies used. Without prejudice to the above, a low description of other pedagogical
practices and strategies that serve for the development of phonological awareness and writing in children with SLI is interpreted, such
as: Syllable awareness, recognizing syllables in simple words, production of words of a certain number of syllables, discriminating long
and short words (counting syllables), isolating and manipulating initial and final syllables, isolating and manipulating the initial sound of
a word, among others and practices such as: practice of communicative skills and interaction, use of student tutors, didactic breaks
related to the subject of writing or phonological awareness that allow independence and autonomy of students, the practice of
research, where children learn through trial and error, among others.
 CONCLUSION

This research generated an instance to know, describe and relate the pedagogical practices and
strategies used by educators in the second level of transition.

Regarding the first objective of our research, which is to know the pedagogical practices, we can
deduce that of the three special educators interviewed, only one of them has the correct definition of
pedagogical practices, due to the lack of knowledge on the subject on the part of the educators, which
makes it difficult to identify a variety of practices used to develop phonological awareness and
writing.Due to the lack of knowledge on the subject on the part of the educators, it is difficult to identify
a variety of practices used to develop phonological awareness and writing.

According to the second objective of the research, which refers to describing the strategies used in the
pedagogical practices, it can be seen that: The strategies known to the educators to generate the
development of phonological awareness and writing are based on personalized support, use of
concrete material, tics and it is worth mentioning that the second interviewee mentions as an effective
strategy in learning, the use of the COPISI method (it focuses from the concrete to the abstract),

Based on what was gathered during the interviews, it is observed that the three interviewees describe
the pedagogical practices implemented in the classroom and mention them according to their
effectiveness in the students' learning and the most used to generate learning, which coincide with the
second specific objective of the research.

It is worth mentioning that pedagogical practices are of utmost importance in the development of skills
and learning in students, so that they are the fundamental basis for a class that encourages and
delivers knowledge that is lasting in time, therefore the role of specialist teachers is very important in
the schooling of students without making any distinction between them. This coincides with Fierro,
Contreras J, (2003) citing Fierro, Fortoul & Rosas. The school is a cultural construction in which each
teacher brings his or her interests, skills, personal projects and knowledge to a common educational
action" Fierro, Contreras J., (2003).

In order to respond to our last objective, which is to relate the pedagogical practices and strategies
used for the acquisition of phonological awareness, we consider that it is necessary to train ourselves
constantly in relation to the strategies that allow us to achieve better results in students, especially in
those with specific language disorders, since they are the ones who need to break down barriers to
their learning and communication.In order to answer our last objective, which is to relate pedagogical
practices and strategies used for phonological awareness acquisition, we consider that it is necessary
to train ourselves constantly in relation to strategies that allow us to achieve better results in students,
especially those with specific language disorders, since they are the ones who need to break down
barriers that hinder their learning and communication.
 LINKOGRAPHY

 http://www.redalyc.org/pdf/4595/459545420009.pdf

 http://www.enciclopedia-infantes.com/sites/default/files/dossiers-complets/es/
desarrollo-del-lenguaje-y-de-la-lectoescritura.pdf

 https://es.scribd.com/document/378445487/Trastorno-Especifico-Del-Lenguaje-
TEL-Avances-en-El-Estudio-De

 http://ftp.e-mineduc.cl/cursoscpeip/Parvulo/NT1/I/unidad2/documentos/
leccion1.pdf

 http://www.scielo.org.mx/pdf/relime/v11n2/v11n2a2.pdf

 https://www.mineducacion.gov.co/1759/articles-357388_recurso_1.pdf

 http://ftp.e-mineduc.cl/cursoscpeip/Parvulo/NT1/I/unidad2/documentos/leccion2.pdf
 INTERVIEW 1

1. How do you determine the concept of pedagogical practices?

It's what we do in the room, the activities we do and how we do them. It must have constant reflection
and monitoring.
2. What are the characteristics of the pedagogical practices used to teach phonological awareness skills?
It must have daily continuity, go through a monitoring process that involves at least one process of
evaluation of practices and re-evaluation. Applicable to the context and reality and finally, they must be
playful.
3. Are there any relationships between practices and strategies when teaching phonological awareness?
The concept of practice is an exercise that a teacher carries out for years, and the strategies are those
that I carry out to improve my practice.
4. How would you classify the pedagogical strategies used?
In effective and ineffective. The first is when they have an impact on the child's life.
5. Can pedagogical practices and strategies complement each other to teach phonological awareness and
writing?
Of course, it is favorable that if as a professional we use a practice that has shown progress, we
replicate it with the rest of the children and complement it with new strategies that favor learning.
6. What type of pedagogical practices do you use most frequently for phonological awareness skills?
ICT support for work, specifically tablets.
7. What pedagogical practices and strategies used in the classroom have been most effective in terms of
writing?
When I involve aspects that are not just about writing, such as cognitive skills or processes.
8. Are pedagogical practices oriented or implemented according to the student's knowledge and
educational needs?
By conducting a process with a student assessment, the knowledge and needs of the student are
considered to guide the practices and strategies to be implemented.
9. What strategies do you use to teach the skill of Phonological Awareness to a child with TEL?
The way I present my work is different, in my case I use visual support to be able to segment the words.
10. What is the pedagogical practice used to teach the skill of Phonological Awareness to a child with SLI?
It is framed in the same way I mentioned above with the visual strategy.

INTERVIEW 2

1. How do you determine the concept of pedagogical practices?

Different academic pedagogical techniques.
2. What are the characteristics of the pedagogical practices used to teach phonological awareness skills? It
emphasizes the visual and auditory as a main feature within the room.
 3. Are there any relationships between practices and strategies when
teaching phonological awareness? The practice is carried out by teachers during their professional
career, where they apply different strategies to achieve the proposed objectives.
4.- How would you classify the pedagogical strategies used? I would classify them according to performance
and
progress of my students with the intention of making progress on the barriers presented by each one, if
one strategy doesn't work for me, I look for one that gives me results.
5. Can pedagogical practices and strategies complement each other to teach phonological awareness and
writing?
Yes, as each stage of phonological awareness development requires different practices and strategies to be
used. If I have a practice that works well with the strategies previously used, I reuse them and add a new
strategy to acquire new skills.
6. What type of pedagogical practices do you use most frequently for phonological awareness skills?
I like to start classes with the practice of lingual praxias performed with Minions puppets. This attracts the
children's attention and they participate, as well as I support them with audio and visual material in ppt.
7. What pedagogical practices and strategies used in the classroom have been most effective in terms of
writing?
Individualized assistance to students and COPISI method that goes from the concrete to the abstract.
8. Are pedagogical practices oriented or implemented according to the student's knowledge and educational
needs?
Yes, they are implemented according to the students' abilities.
9. What strategies do you use to teach the skill of Phonological Awareness to a child with TEL?
First, basic skills such as attention, concentration and memory must be developed and then we start with
rhymes and syllables, and then we continue with syllabic awareness.
10. What is the pedagogical practice used to teach the skill of Phonological Awareness to a child with SLI?

First, basic skills such as attention, concentration and memory must be developed.

INTERVIEW 3

1. How do you determine the concept of pedagogical practices?

Activities or ways of carrying out our work.
2. What are the characteristics of the pedagogical practices used to teach phonological awareness skills?
Individualized follow-up and support
3. Is there any relationship between practices and strategies when teaching phonological awareness.
 Attractive and flexible dynamics.
4. How would you classify the pedagogical strategies used?
Regular since it is difficult to establish different strategies for all children in the classroom and for
children with SLI.
5. Can pedagogical practices and strategies complement each other to teach phonological awareness and
writing?
It is always good to keep renewing the methods and strategies we use to teach children, and above all,
the use of practices together with the strategies that lead us to the proposed objectives and to break
down the barriers that children with SLI present.
6. What type of pedagogical practices do you use most frequently for phonological awareness skills?
I use the practice of starting the class by playing in groups to form syllables using cards and then with
educational software or dynamic power point with the game "find the hidden word".
7. What pedagogical practices and strategies used in the classroom have been most effective in terms of
writing?
Liaison room, audiovisual support, library, off-site activities and reinforcement.
8. Are pedagogical practices oriented or implemented according to the student's knowledge and
educational needs?
Yes, according to the skills that each one has, because everyone has different skills.
9. What strategies do you use to teach the skill of Phonological Awareness to a child with TEL?
I use the game of identifying the same syllables that rhyme, then I start with the identification of vowels
and their sound to continue with the phonemes themselves, always with visual support.
10. What is the pedagogical practice used to teach the skill of Phonological Awareness to a child with SLI?
I like as a regular practice to bring all the concrete, visual and auditory material that facilitates the
understanding of the children, as well as I like to set goals for the children and reinforce them in a
positive way in front of the achievements of each one.