Abstract
This study presents the way in which the creation of aesthetic quality experiences as objects of innovation contributes to improving the reading and writing skills of children between 3 and 5 years old in Catalonia, Spain. The concept of aesthetic quality experiences was developed [1]. These experiences possess certain distinctive features, among which is the fact that they are highly significant for children, and therefore enhance their motivation as they focus on the skill they are learning. The tests employed are based on a qualitative approach whereby, using a specific rubric, they measure the children's' phonological awareness and reading skills. The sample consists of 52 children at the same school. The study presents the results obtained, and shows an improvement both in reading and writing, assuming that learning is mediated through significant Experiences. In conclusion we can state that all the pupils show improvements in several respects, even children with some learning difficulties, which suggests that we should continue to apply aesthetic quality experiences throughout nursery and primary education.
Highlights
In the 21st century, the ability to read is indispensable for anyone who wants to become an active member of society
This study offers sets out to show how reading and writing can become an experience of educational quality for children, which is why it will make use of neuroscientific principles to demonstrate the complexity of the phenomenon
The challenge facing us in this project was to determine how the creation of aesthetic quality experiences could enhance the acquisition of reading skills on the part of children in P3, P4 and P5 in a semi-private school
Summary
In the 21st century, the ability to read is indispensable for anyone who wants to become an active member of society. According to statistics show that 80% of children with learning difficulties have problems reading, and with speaking or with language in general [2]. Problems with reading are frequent among school-age children to the point where the WHO (2001) included reading among its diagnostic criteria for determining learning difficulties. That is to say, during the school year, each pupil learns to write their name and to recognise the letters that are contained in it (especially the first letter). For this reason, all the significant elements of the class show the child’s name, for example their desks, as the photos illustrate.
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