At the CIIDEPT, the presentation and opening of the training proposal “Early literacy at the Initial Level” was carried out, which was headed by Cecilia GuillénDirector of Early Childhood Education; Celia Rosembergdirector of the Interdisciplinary Center for Research in Psychology, Mathematics and Experimental CONICET.
In addition, authorities from the technical team of the Pérez Companc Foundation and the Natura Institute, supervisors, directors and 210 teachers from the area who were trained to implement the early literacy project were present.
The initiative launched is part of an educational policy promoted by the governor Osvaldo Jaldo and the Minister of Education, Susana Montaldofocused on developing a provincial literacy plan. This early literacy proposal will specifically reach 28 early childhood education schools and 210 sections for 4 and 5 year-olds in its first stage.
Regarding the meeting, the director Cecilia Guillén summarized: “We are launching the early literacy training at the initial level, which is developed within the framework of the provincial literacy program. We are working with early childhood schools and with kindergartens attached to primary schools. On this occasion, 210 teachers from these sections have been invited to participate and the idea is to address and provide tools that allow working on reading and writing skills in the 4 and 5 year old sections within the framework of the provincial curriculum design.”
In turn, Celia Rosemberg commented: “We came to the province to support the provincial literacy plan, particularly with regard to early literacy. In this sense, we are working together with the teachers and the technical team of the province, the teachers of 4 and 5 year old classrooms, to expand the opportunities for children to access writing early and to later enter primary school, having understood how the system works to facilitate all subsequent learning.”
In addition, the specialist added that “This work also seeks to strengthen all teaching situations at the initial level so that children not only have early access to writing, but also develop their full linguistic and discursive potential, which implies that they expand their vocabulary with less familiar, abstract words, which refer to emotional states, more diverse, which imply or entail greater knowledge about the world, so that they can produce discourses that are understandable by others, coherent and cohesive.”
Regarding the details of the training proposal, he said: “We began a teacher training process that will have 5 modules, with face-to-face and virtual instances, which will be accompanied in the rooms by a team of pedagogical accompaniers. It is an effort by the provincial ministry to have a group of specialists who will be specifically trained in language and literacy to carry out the in-service training process for teachers in the classrooms, accompanying the implementation of the proposals.”
