PEDAGOGICAL PRACTICES IN THE INITIAL LITERACY PROCESS IN EARLY CHILDHOOD EDUCATION

• DOI: https://doi.org/10.22533/at.ed.5585112523073

• Palavras-chave: Early literacy; Early childhood education; Pedagogical practices

• Keywords: Early literacy; Early childhood education; Pedagogical practices

• Abstract:

  This article discusses the pedagogical practices developed in the initial literacy process in Early Childhood Education, highlighting their importance for children's cognitive, social and cultural development. Understanding literacy as a meaningful and contextualized process is fundamental to promoting effective learning that respects the specificities of childhood and values students' linguistic and cultural diversity. This study aims to analyze the pedagogical practices developed in Early Childhood Education in the initial literacy process, highlighting their contributions to the child's integral development and the construction of written language in a meaningful and playful way. Through qualitative and bibliographical research, the study emphasizes the role of the teacher as mediator, who must plan and implement pedagogical strategies that encourage curiosity, experimentation and interaction with written and oral language. The results point to the need for pedagogical practices that value prior knowledge, respect children's stage of development and encourage their active participation in the construction of knowledge.