Analysis of literacy environments within the families at San Agustín, San Luis Potosí, México
Moya González, Mariana
Caldiño Mérida, Esther
Reyes Martínez, Maria del Rosario
Silva Ortega, Martha Angelica
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Literacy environments creation in Mexico has become an important core in Preschool Education growth; this is one of the biggest concerns of educators and parents, due to the society necessities and demands. As a consequence of this demands, literacy environments have been the root cause of several researches. This literacy process has sofar been over all the teachers, as they a have primary responsibility to teach activities, strategies and closer ways to introduce them into the Reading and writing world. There are some parents, who are interested to support their children with activities to promote reading and writing process at home, sometimes they ask for help to teachers, nevertheless they not always are willing to help them either, for this reason parents teach and do the knowledge transfer to their children in the manner in which they were taught. Under the above, emerge the necessity of conduct a study to analyse the context in which the participants (mothers), operate to encourage or create literacy environments at their homes, which are fundamental for competencies and skills development for the future reading and writing process. Discursive Textual Analysis was used as a data analysis technique.