This research presents the results obtained after exploring experiences of aesthetic quality as objects of innovation in the teaching profession. To be precise, the research focuses on the improvement of reading-writing skills among children of 4 to six years old in Catalonia, Spain. These experiences display certain particular characteristics, including the fact that proved to be very meaningful for each of the children, and resulted in enhanced motivation while they were focusing their attention on acquiring learning. The method used is qualitative and shows the results obtained in phonological awareness and naming speed. The sample consists of a total of two grades in the same school. The results show improvements both in reading and writing, provided that it was mediated through Aesthetic Quality Experiences for the children. In conclusion, we argue that pupils show improvements in the different aspects measured, even those with some learning difficulties, which leads us to recommend the in-depth use of these experiences throughout compulsory education.
Barbara Pons, Autonomous University of Barcelona, Spain
Isabel Alvarez, Autonomous University of Barcelona, Spain
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