Reading and writing in Infants at CreaNova School.
By Elisabet Fernández
Miró group tutor
At CreaNova School we understand that literacy is much more than learning to read and write. It is a fundamental tool for children to explore the world, develop their creativity and build their first connections with the community around them. That's why we follow an approach that respects individual rhythms and makes learning an exciting and meaningful experience. We take advantage of children's emerging interest in literacy to provide them with what they need to develop this skill.
An atmosphere that invites you to discover:
From the moment children enter the Montessori room, they find a space carefully prepared to stimulate their curiosity. Manipulative materials, reading corners and other proposals are designed to introduce children to sounds and, subsequently, to letters and words in a natural and playful way. Everyday activities are accompanied by key word cards, images, pictograms and games that make reading and writing an organic part of their daily lives.
We respect individual rhythms:
Each child is unique and so is his or her learning process. On arrival at school, the adults in charge carry out an important task of observation to identify where each child is in terms of motor skills and phonological awareness. This allows them to offer motivating activities and materials adapted to their pace. In addition, it is essential to have a good base of fine motor work. Working and playing with the hands is essential in order to acquire strength and firmness, something we achieve through everyday activities and the support of Montessori materials. Activities such as working with tweezers, building blocks, pouring water or cleaning with brushes are essential to develop good fine motor skills, which facilitates a correct pencil grip and a firm and controlled stroke.
Careful environment and activities that awaken phonological awareness are also key. Looking for rhymes, words that sound similar or focusing on sounds in the environment are preliminary activities that help in the later construction of words phonetically. During the first years of Infant School, our aim is to strengthen this identification of sounds and the association of the sound with its corresponding spelling, at the same time as developing strength and firmness in the hands.
How do we do it?
At CreaNova School, play is the main vehicle for learning. Through phonological games, songs, rhymes and dramatisations, children begin to identify sounds and associate them with letters. This sensory and fun approach not only facilitates learning, but also awakens a love of words from an early age.
The materials in the Montessori room are designed to work on different essential areas in the integral development of children. The presentation of these materials by the teachers is fundamental for their proper use. Once they have been presented, the pupils are autonomous and can access them during moments of free movement in the room. The order of presentation is important: we start from the sensory world, which involves wide movements, towards the abstract, which requires more precise control with paper and pencil. For example, we first touch the shape of the letter "A" with the sandpaper letters, sliding our fingers over its shape. Then, we built an "A" with different materials (lego, wooden pieces, earth, spaghetti...) to integrate its shape in an abstract way. Finally, we transfer this "A" to paper using pencil or other materials.
The STORY TIME The daily reading time is an essential tool for introducing phonological awareness and interest in literature. This time, much anticipated by children, also helps to establish routines, as it kicks off the afternoon activities. Songs and musical moments also emphasise the sounds around us and help to associate sounds with images, letters or symbols.
From the very beginning, reading and writing in Pre-school is presented in the form of capital letterGradually, depending on the evolution of each child, we introduce the lowercase or linked letter. When a child has already integrated the phoneme-grapheme association and writes words fluently, we begin to introduce the first spelling rules, such as differentiating between "C" and "QU". The initial aim is for them to gain confidence in this abstract way of thinking about sounds and to write phonetically with confidence.
The family, a fundamental pillar:
We believe that learning is not limited to the classroom. That's why we involve families in the literacy process, providing resources and activities for them to continue exploring at home. Special workshops, story times with families and visits are just some of the initiatives that encourage this collaboration between school and home.
Sowing the seeds of a love of reading:
Our aim is not only for children to learn to read and write, but for them to develop a positive and lasting bond with sounds, words and books. We want every story read, every poem recited and every word written to be an open door to new worlds, ideas and dreams.
At CreaNova School, reading and writing in Infants is not just a learning process, it is an adventure that children go on with enthusiasm and joy. Because we understand that letters and words are the foundations of a full and meaningful education.
