期刊名称：Magis. Revista Internacional de Investigación en Educación
印刷版ISSN：2027-1182
出版年度：2017
卷号：9
期号：19
页码：31-48
语种：Spanish
出版社：International Journal of Research in Education
摘要：The article presents results of a research done with children at the end of five years who participated in two different teaching practices. From a psychogenetic perspective, based on individual clinical-critical interviews, we studied their conceptualizations on the writing system and the procedures used when writing words. These possibilities were contrasted in relation to both teaching proposals. Children who participated in constructivist teaching practices reached more advanced levels of writing and they made more elaborate procedures than those who participated in a proposal based on perceptive-motor activities and gradual teaching of letters.
