Dual literacy: a review of concurrent approaches to its treatment in the early school years

Abstract

Introduction: The term literacy has undergone new dimensions for educational transformation.

Objective: Establish the existing relationships between early literacy and physics and their treatment at the Primary education level.

Methods: A theoretical systematization of a descriptive nature is carried out. The questions that guided the research are: What information exists regarding initial and physical literacy at the Primary education level? How can initial and physical literacy be integrated in the Primary school education level?

Result: It is necessary to treat physical and initial literacy in an integrated way, that is, to design learning strategies where the school child carries out activities that integrate the content of reading and writing, calculations and motor activity.

Conclusion: Initial and physical literacy are part of the so-called multiple literacies and constitute a key element of lifelong learning; however, their treatment is carried out independently in educational units.