O desenvolvimento infantil na perspectiva histórico-cultural: a criança pequena como sujeito nas relações

Abstract

The present work aimed to understand how child development and learning occurs in the historical-cultural perspective. It set out to answer the following question: what is the role of social relationships in child development and learning? And as specific objectives: to analyze the historical course of early childhood education; describe the main concepts of cultural-historical theory; to identify the relationship between cultural-historical theory and the young child. The methodological procedure used in this research was through literature review. The search was carried out through the following descriptors: early childhood education, historical-cultural theory, child development and learning, selected between the years 2007 to 2020. It can be concluded the relevance of the teacher's role in Early Childhood Education as a promoter of development and of young children's learning. For Vygotsky, the socialization process occupies a central place in development, but from a historical and cultural point of view. His understanding is that training takes place in the relationship between the child and the society around him. In the historical-critical theory, organized practices that favor the shared protagonism of the teacher and the child, in a relationship of affection, respect and mutual knowledge, constitute the best conditions to enhance children's learning and development.