Contributions of the Historical-cultural theory to an early childhood education as a children and childhood place

• Autor(a) principal: Aquino, Ligia Maria Motta Lima Leão de
• Data de Publicação: 2015
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Fractal : Revista de Psicologia
• Texto Completo: https://periodicos.uff.br/fractal/article/view/4996
• topic: childhood education; Historical-Cultural Theory; childhood development; educação infantil; teoria histórico-cultural; desenvolvimento infantil

This article brings reflections about contributions of the historical-cultural theory in thinking about the role of childhood educationon modern society. Identifies as a progress the process of institutionalization of childhood education with its effective integrationto the education system, which requires the peculiarities of childhood to avoid a simple conformation in this educational stage tothe model and finality of basic school education. Arrangements are made to the perspective of the historical-cultural theory as ateorical support to reaffirmation of childhood education with the finality of promoting the generate development among children,as symbolized by the Law of Directives and Basis for National Education (LDB). Vygotskian studies about the importance of playfor human development e about process of development of thinking and your relation with speech provide elements to affirm thatplaying and the interactions as the guiding principles of the pedagogic proposes designated to children between 0 and 6 years old.