Reflexões acerca da prática docente: ampliando as possibilidades de mediação na educação infantil

Abstract

The bibliographic review text emphasizes Early Childhood Education as an essential stage in the educational system, highlighting the growing attention given to the development and learning of children, reflecting a new perspective and appreciation of childhood in contemporary society. Grounded in the historical-cultural theory, this study seeks to understand aspects of child development, taking into account the influence of social interactions, culture, and experiences within and outside the school environment. Thus, it is observed that the teacher in Early Childhood Education plays a fundamental role in providing access to cultural heritage, as it propels child development. Through the conducted literature review, the study highlights opportune and intentional interventions by the teacher, involving more elaborate experiences to expand the child's cultural reference, enabling them to understand, appropriate, and reinterpret the external world. To achieve this, the teacher, attentive to the needs and abilities of the children, can use and provide a variety of resources that allow the child to act, explore, feel, and express themselves in progressively complex ways, promoting their development.