Playful environments an optimal medium for reading and writing learning in transition grade

Abstract

Children’s learning does not begin at school, but from birth and in the first experiences in their family environment in the
first instance; that as a social environment is fundamental in the contexts in which their capacities and potentialities are
developed, especially the cognitive dimension, which is what allows them to assimilate new knowledge, where language
acquisition is a priority and the school complements their training through appropriate teaching processes, which must
initially start from the interests, abilities and limitations of the child; that in relation to what is meaningful learning
are a resource to be taken into account during the process in the formal construction of language through their motor
development, thinking and socio-cultural environment in which the learner alternately develops; that depending on their
characteristics and didactic and pedagogical interference of the teacher is achieved an adequate or inadequate learning. It
is a priority and fundamental that the school always starts with playful activities duly ordered according to the necessary
learning according to the age of the children, which well exploited become a powerful didactic tool for the acquisition of a
well-structured language.