Abstract
This study analyzed the construction of written language in two cases: a 4-year-old girl and a 41-year-old woman, both from Peru. The case study recorded each participant's graphic production and oral discourse in response to an open-ended prompt about everyday activities, interpreted from the perspective of psychogenetic theory and andragogical principles. The results revealed similar phonetic approximations in both cases, corresponding to the presyllabic stage, with differences associated with the adult participant's experience and autonomy. These findings suggest that the construction of written language is not a process exclusive to childhood.
References
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[8] G. N. Cuarán y M. V. Villacrez-Oliva, "El método de Emilia Ferreiro y Ana Teberosky en el fortalecimiento de la escritura y lectura," Rev. Fedumar, vol. 11, no. 1, pp. 133–147, 2024.
[2] J. Piaget, La formación del símbolo en el niño: imitación, juego y sueño, imagen y representación. México: Fondo de Cultura Económica, 1961.
[3] E. Ferreiro, "What is written in a written sentence? A developmental answer," J. Educ., vol. 160, no. 4, pp. 25–39, 1978.
[4] M. S. Knowles, The Adult Learner: A Neglected Species, 3rd ed. Houston, TX, EE. UU.: Gulf Publishing, 1984.
[5] ——, "Andragogy, not pedagogy," Adult Leadership, vol. 16, no. 10, pp. 350–352, 386, 1968.
[6] R. K. Yin, Case Study Research: Design and Methods, 2nd ed. Newbury Park, CA, EE. UU.: Sage, 1994.
[7] G. L. Vergara-Coavas, L. J. Sierra-Llorente, y M. L. Doria-Doria, "Estrategias didácticas desde la perspectiva psicogenética de Emilia Ferreiro para la enseñanza de la escritura," Rev. Assensus, vol. 7, no. 13, pp. 100–119, 2022, doi: 10.21897/assensus.2739.
[8] G. N. Cuarán y M. V. Villacrez-Oliva, "El método de Emilia Ferreiro y Ana Teberosky en el fortalecimiento de la escritura y lectura," Rev. Fedumar, vol. 11, no. 1, pp. 133–147, 2024.
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