Using digital games in the literacy process: possibilitys on the read and write levels
Early Childhood Education; Digital Games; Literacy Process andEducational Practice.
Given the fact that digital games are still little explored in the classroom as a resource for teaching and learning in the literacy phase, this study proposes toverify in a class of students of the last level of kindergarten as certain free andpre-selected digital games can contribute to reading and writing learning, seeking to understand their influence on the passage from one level of writingand reading to another. To this end, a collection of digital games convergingwith the theoretical principles of Piaget (1971) and Vygotsky (2005) and thelevels of conceptualization of writing and reading established by scholars EmiliaFerreiro and Ana Teberosky (1989) and Soares (2002) will be organized. Ourproblematic comes from the following questions: What digital games contributewith the improvement of skills/competencies during the literacy phase? How candigital games contribute to the passage of a level of writing and reading toanother? To answer such questions, the theoretical foundation is based onconcepts of literacy, digital gaming and the child. The hypothesis is that theinclusion of digital games in school is a factor of cognitive motivation, capable ofpromoting the active participation of the learner-player in the construction of hismother tongue’s knowledge. The product to be delivered will be an annualextension project to be developed with the segments of Early ChildhoodEducation and early grades, fostering meaningful learning focused on digital technologies and literacy, assisting the teaching-learning process.