O Trabalho com consciência fonológica em uma turma de educação infantil

Abstract

The action plan presented in this paper was developed at the Natália Donada Melillo School in 2024, with the 2nd period of Early Childhood Education. Its objective was to analyze and implement pedagogical practices that would favor the teaching of reading and writing in a heterogeneous class. The games chosen for the interventions were also chosen to reinforce the content that the class teacher had introduced, and these sought to mobilize different levels of phonological skills. The sessions provided moments of fun, where the children played, learned, reflected, analyzed, and also provided collective discussions, where the adult was the mediator. The main focus was to highlight the relevance of working with phonological awareness in the literacy process, promoting the development of linguistic skills in a playful and meaningful way, through a sequence of diversified activities. Thus, this proposal was justified by the need to improve literacy practices in Early Childhood Education, ensuring that all children had access to learning according to their individual capabilities and rhythms. Keywords: Literacy; Phonological Awareness; Early Childhood Education.