Reading practices in childhood:

What do children think?

Abstract

Experiences with the universe of reading and writing occur earlier and earlier in the child's life. In childhood school, when experiencing collective experiences with the practices of a literate society, there is a multiplicity of meanings to appropriate, rebuild and through them to produce culture. In this way, we seek to analyze the children's perception of reading practices experienced in an institution of Early Childhood Education, based on an excerpt from a postgraduate research in Education, Stricto Sensu (Doctorate). The research involved thirty-six children from two Kindergarten classes (Pré II), with an average age of 5 and 6 years. Participation took place through an interview script adapted for children in kindergarten. The responses were recorded, transcribed and later analyzed in three categories: access to books, situations involving literature books and reading and storytelling practices. As a theoretical foundation, we seek to highlight historical and social aspects of human formation, as well as the specificities of human development in childhood, in an interactive process. From the meanings that are produced in the face of the children's experiences, the results indicate the need for rich reading and writing experiences, capable of producing exploration, interaction, learning and development of children in kindergarten. The organization of times, spaces and practices of literary reading in childhood favor the child's relationship with the book, with himself and with the world around him, also creating a positive sense of what reading is.