Reading Attitudes in Early Childhood Education

Abstract

Children in constant contact with language in its different manifestations – corporal, oral, gestural, visual, written, digital and artistic – and, when interacting with other children, adults and objects, give significance to these languages. The research had for objective understand how the process of appropriation of reading attitudes by five- and six-year-old children occurs in a public early childhood education institution from São Luís MA. The theories behind it were the Historical-cultural Theory and the Philosophical-linguistic Theory. Ethnography was the methodology adopted, as it allows us to observe children in context. As a result of the research, it is possible to prove that in the intertwining of language, imagination, experience, interaction and play, the child is being built into a reader. It is concluded then that driven by the need and interest in reading, children produce meanings in a process of interaction and participation.