The proper name as a tool to promote reading and writing in preschool

Abstract

Reading and writing represent the development of essential skills in preschool education, as they promote language development, expression, abstract and logical thinking, and strengthen concentration, memory, creativity, imagination, and children’s autonomy. This article presents a reflection on the use of the proper name as a pedagogical strategy to help preschool children acquire reading and writing skills through playful activities, fostering a significant evolution of these learning processes. This approach was considered relevant given that, historically, educational attention had focused mainly on the development of fine and gross motor skills. The main objective of the research was to demonstrate that, through work with the proper name, preschool children were able to begin the reading and writing process by implementing teaching strategies appropriate to their level of development. A qualitative research methodology was applied, allowing for the understanding and analysis of the educational phenomenon from the participants’ perspectives. The instruments used included observation, which facilitated analysis, reflection, and feedback on the process, as well as interviews with children and parents, which made it possible to identify significant progress. The results showed notable improvements in students, satisfaction among families, and a positive impact on teaching practice. In conclusion, the importance of adopting a committed, innovative, and responsible educational practice aimed at creating meaningful learning environments that promote children’s holistic development was highlighted.