Post by account_disabled on Dec 11, 2023 6:22:23 GMT -5
Book is a tool that can be used in Early Childhood Education, as it enables the development of learning based on the various reading constructions that are carried out. Children's books with words differ from children's books with pictures. Although the first generally contains beautiful illustrations, the second is completely linked to the visual arts, having a strong visual appeal and using techniques in the combinations of lines and colors. In the child's hand, this book translates into complete enchantment, from which they will compose a world of meanings composed according to their worldview. This research aims to discuss the importance of picture books in Early Childhood Education considering the skills and competencies defined in the National Common Curricular Bases (BNCC) and how, through play, it can stimulate imagination and creativity.
Currently, these books have been used in Early Childhood Education schools as a source of recreation. This leads us to assume that, although this use is part of its purposes, it is certainly not the main one, as picture books can contribute to the construction of world Phone Number List reading and be great tools for working with children. Therefore, this work aims to answer the following question: how can children's picture books contribute as a tool for reading the world? The main objective of the research is to discuss the importance of the picture book as a learning tool in Early Childhood Education and the specific objectives are to understand the broad concept of reading and present the picture book as a playful instrument. We can highlight that the importance of this research is based on Freire (1989), when he says that “Reading the world precedes reading the word”.
In this sense, this work is justified by contributing to the reflection on the use of picture books in the classroom as a significant learning tool. When children start reading the picture book, they construct their own narratives based on their reading of the world. Thus, each story is unique, permeated by the subjectivity of each reader. When reading these texts, the child attributes their meanings and sharing these readings favors the development of the entire group. This work is characterized as descriptive research with a qualitative approach that used bibliographic research as a methodology, bringing together books, works and articles that addressed and discussed the proposed theme. The theoretical foundation was based on the authors Coelho (2020); Oliveira (2005); Ramos (2011); Lajolo (2011); Corsino (2014); Salisbury and Styles (2013), among others.