Reading practices with babies: the baby library as a teaching-pedagogical instrument in early Childhood Education

Abstract

Reading practices are experiences that are possible from infancy, when babies are introduced to a
cultural world rich in meanings that are appropriated in different ways of reading and participating in social
relationships. Given this, the objective of this article is to understand the didactic implications of baby libraries
in early childhood education and their contributions to the development of babies as subjects who learn and
develop. This is a theoretical-bibliographic study, with a survey of sources on the topic, and the data were
organized into three areas of discussion: the theoretical-historical aspects of baby libraries in literary practice; the didactic-pedagogical guidelines for organizing baby libraries in early childhood education; and the practical
pedagogical principles of baby libraries for the development of babies and young children. We conclude that teachers, when planning teaching activities with reading collections, considering the intentionally organized
space, encourage babies and children to experience books, expanding and enriching learning in the direction
of their humanization.