Implicación de los padres en el proceso de enseñanza-aprendizaje de la alfabetización inicial en segundo de básica

Abstract

The aim of this research is to analyze the involvement of parents in the teaching-learning process of initial literacy in the second grade of elementary school. The study is based on the concern for the low levels of development in reading and writing, as well as on theoretical evidence that points out the lack of family participation as a factor that affects school performance. The research was conducted in three public urban schools in Cuenca, Ecuador, through semi structured interviews with 21 parents. A qualitative approach with a descriptive scope was adopted. The data collected were processed and analyzed based on the following indicators: literacy support activities, monitoring of academic progress, emotional support in the literacy process, cultural activities, spaces and materials at home, and problems and barriers to involvement. Some of the main findings identified were that most parents claim to be involved in schoolwork, communicating frequently with teachers, providing emotional support through motivation, dialogue and constant accompaniment, providing didactic resources and educational materials, and adequate physical space for study. Limitations such as lack of knowledge of accompaniment strategies, lack of time and restricted access to formal cultural activities were evident. We conclude that, despite the limitations, there is a high degree of involvement of the family in this moment of formation, which contrasts with several studies with dissimilar results, which would suggest that, rather than realities, there are responses based on desirability, or that there is a greater awareness on the part of parents to become involved in the processes.