Resumo:
The first steps in learning to write is initiated when the child establishes the first
contact with the world at birth. It is a natural learning. Considering this
phenomenon, I have been highlighting the importance of developing the habit of
writing from an early age. Thus, this study has as object of study writing in
kindergarten. Aimed to analyze the development-oriented writing of children in
early childhood education teaching practice, thus identifying the conception that
the teacher has written on language, seeking to understand how the teacher
helps the child in constructing knowledge about writing. Focused also observe
the methodologies (activities and resources) developed by the teacher in the
development of writing in a classroom of kindergarten, and still reflect on the
difficulties encountered by the teacher in this process. Elencaram the strategies
used by the teacher to overcome such difficulties. The following authors was
used as a theoretical framework: Ostetto (2012), Smith (2011), Smith (2010),
Silva (2008), Fernandes (2007), Gill (2001), that deal with the topic as well as
the reflections personal studied on the object. For the work methodology used
the literature and field research with a qualitative approach. The techniques of
data collection were observation and interview the teacher. The results
achieved, we identified that the writing done in this step is performed
mechanically. It is hoped that the results presented here, may contribute to the
reflection of teachers about their teaching practices, and thus conscientizarem
is the importance of training writers capable of improving the exercise of
citizenship from the domain of the written code.