Reading mediation and first infancy: Construction of subjective and identity senses. A case study on children of 3rd and 4th grade of primary education from Colegio Adventista of Valdivia

Abstract

This paper examines the structure of mental models in individuals –children– from the constructive possibilities that emerge in communication with a literary text –located in the process of cognition–, the perception of the sense of self, and the dialogic discursive relationship manifested in instances of reading mediation. The analysis of the results recognizes some of the possibilities that this process consolidates in the initial period of reading of the child, according to the structuring of cognitive representations, the formation of ego identity and understanding of the sense of reality. The study is framed in the qualitative paradigm and developed through the analysis of case studies of third and fourth graders of the Adventist School in Valdivia. The theoretical-methodological foundation is held in the principles developed by cognitive psychology, life cycle theory and reading promotion.