Early Literacy Strategies in the Initial Training of Future Teachers: Didactic Explorations and Pedagogical Reflections

This article explores the importance of integrating early literacy strategies into the initial teacher education curriculum for preschool and primary education. In an educational context marked by the need to develop linguistic competencies from the earliest years of life, the research proposes an analysis of the teaching practices used in student training, with a focus on interactive, interdisciplinary, and child-centered methods. The study includes pedagogical reflections on the effectiveness of these strategies, as well as suggestions for improving university programs to support early functional literacy. Concrete examples of activities, teaching scenarios, and future educators’ perspectives are presented, accompanied by proposals for curricular adaptation and formative assessment. The conclusions highlight the necessity of a systemic and reflective approach in initial professional training that equips teachers with relevant tools to support literacy development in early childhood.