planning the teaching-learning process, the spaces of learning in schools is an important resource which must be taken into account. The space of learning is intimately related to all the elements of the educational action and to the experiences to be undertaken. Attention must thus be paid to the context in which we want to incorporate resources, in order to give meaning and significance to learning. Moreover, teachers need a variety of materials and resources to provide enriching activities and experiences that motivate and stimulate children's learning.

Essential aids in the classroom include: the organisation of an enriching environment, by paying attention to different micro-geographies that encourage pupils to learn independently. Also of importance is the different social agents (such as teachers, families, members of the community) to support children. Other important resources include the use of posters, letter games, songs, poems, rhymes, plays, dramatisations, story books, etc., as well as the specific materials used for learning to read and write.

The methodological orientations proposed in the regulatory framework Education in Spain require the professional to form part of an educational team, which means carrying out cooperative work that allows a shared educational project to be put into practice. The professionals will generate an organisation and environment that supports dialogue and professional debate, analysis and reflection on educational practice. The team of professionals is the driving force of the school.

Teamwork responds to the need for learning and professionalisation, in order to bring together everyone's work, to give coherence and unity to shared work. Time, space and means are therefore necessary to support the work plan and promote the exchange of all members of the educational community.

Families play a fundamental role in a child’s education, which is why they are provided with information to encourage learning to read at home; for instance: through workshops, termly meetings, tutorials or family school. This allows them to participate, from their homes, in the reading process through activities proposed by the teacher, based on what has been done in the classroom. Their participation in reading activities in the classroom is slightly reduced. In addition, they coordinate with other teachers to plan and/or carry out reading activities with their pupils and involve other school staff or professionals within the classroom.

1. Emergent (3-6).

2. Initial (6-9).

3. Developmental (9-12).