Shared reading and written language in the school context: a view from Cultural-Historical Theory

Resumen

This article discusses the role of schools in the practice of reading and writing in Early Childhood Education, emphasizing the importance of teacher mediation, shared reading, and the presence of written language in learning contexts for the holistic development of the child. The research was based on a bibliographic review of works by authors addressing topics such as literary reading and written language in Early Childhood Education. Grounded in the Cultural-Historical Theory, the studies indicate thabraat schools play a fundamental role in humanizing children, promoting the appropriation of cultural knowledge through shared reading practices. Therefore, teacher mediation is essential in guiding the development of children's reading and writing abilities, providing meaningful experiences with literature and language writing practices. It is hoped that this study will contribute to the reflection and improvement of pedagogical practices in Early Childhood Education, highlighting the importance of an approach centered on shared reading and the appreciation of written language as essential tools for the cultural development of children. Additionally, the article seeks to discuss insights for more effective pedagogical practices aligned with the needs of child development in the first stage of Basic Education.