Resumo

BISSOLI, Michelle de Freitas. The child oral language development: contributions of Cultural-Historical Theory for pedagogical practice in childcare centers. Perspectiva [online]. 2014, vol.32, n.3, pp.829-854. ISSN 0102-5473.  https://doi.org/10.5007/2175-795X.2014v32n3p829.

The child oral language development is socially and historically conditioned and therefore not natural. In this article, result of a theoretical research, we aim to reflect on the contributions of authors of Cultural-Historical theory (especially Vygotsky, Leontiev, Luria, Elkonin, Lisina and Zaporozet) for pedagogical practice in childcare centers, focusing in particular the development of oral language in the first three years of life, its particularities and forms of intervention on it. We assume that communication is an essential activity for human being and that as oral language develops, it gradually allows the appropriation of the meanings of words by the child and, with them, the socio-cultural constructs of humanity to form higher mental functions. Based on literature survey on the subject, we try to systematize principles of cultural historical-theory that may guide teachers to focus on oral language as object of an intentional practice in childcare centers, respecting children right to full development.

Palavras-chave : Cultural-Historical Theory; Oral Language; Daycare Center.

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