adult article writing

We will briefly describe your findings. From the moment the child begins to become interested in reading and writing, cognitive problems arise. The first of these is the distinction between drawing and writing. In these two forms of graphic productions a given object is replaced by its representation. But the drawing seeks to represent the form of the object and alphabetic writing, being closely linked to language, has no relation to the object. Thus, we note that the child initially interprets extensive writings as relating to large objects and writings less extensive to smaller objects. 
In this period, for there to be some assurance in the attribution of meanings, writing must be linked to an image. In the letters then the name of the object represented in the drawing will be written. Ferreiro called this idea that the children present and realized that when it comes to a sentence, it is initially admitted that only the names (nouns) are written and subsequently there is a need to represent the action (verbs) . This process concludes with the idea that all verbal utterances, including articles, deserve to be written. 
Along with the hypothesis of the name, other hypotheses arise that seek to establish the characteristics that a text must have to carry an act of reading. It is the "minimum quantity hypothesis" and the "variety hypothesis" of letters. The minimum quantity hypothesis refers to a requirement that in order to read a text it must have a minimum number (usually 3) of spellings. Less than 3 characters is not readable because "they are very short," "there are very few," "they are only 2 letters," . 

The hypothesis of the internal variety of letters stipulates that the grouping of spellings must have characters different from each other. Cards with repeated letters are rejected because "they are the same letters", "they are the same", "they are all the same", . 
The assumptions of the minimum quantity and variety of characters are not suggested by the environment in which the child lives. On the contrary, in almost all written messages it is possible to find one- or two-letter notations - which demonstrates the wholly endogenous origin of conception. And this is very important! 
So far we have been examining the first level of conceptualization of reading and writing: the pre-syllabic level, which is fundamentally characterized by the inexistence of a link between the sound pattern of verbal and written utterance. At the next level the children begin to make verbal clippings in an attempt to make them coincide with the spellings. Initially these cutouts are made in an unstable way and only later do they assume the systematicity of a syllabic cut. That is, for each pronounced syllable assigned a written letter. 
The syllabic conceptual level, while being a moment of transcendental importance for establishing a link between verbal utterance and letters, does not solve the complex problem of alphabetic writing. It will be necessary to make an analysis of the minimum elements of speech (phonemes) and then relate them to the minimum elements of writing (graphemes). When this idea is firmly established we say that the child has reached the alphabetical conceptual level. But this does not happen suddenly and the intermediate period, where syllabic and alphabetic productions and interpretations coexist, is known as the syllabic-alphabetic conceptual level.
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