A relação entre práticas de letramento na perspectiva do desenvolvimento cognitvo de crianças na primeira infância

Abstract

Literacy, understood as a social practice that goes beyond the mere decoding of written language, plays a fundamental role in the cognitive development of children in early childhood. In this sense, this study aimed to analyze recent studies that address the relationship between literacy practices and cognitive development in early childhood, with emphasis on reading and writing skills. The research is characterized as qualitative and used the Scientific Electronic Library Online (SciELO) as a database, considering articles published between 2023 and 2025. The selection of studies was carried out based on the descriptors literacy, cognitive functions and early childhood education, resulting in the analysis of three scientific articles. The results show that significant literacy practices, especially those mediated by social interactions, children's literature and dialogic experiences, contribute to the development of cognitive functions such as attention, memory, language, imagination and critical thinking. In addition, the findings indicate that the effectiveness of literacy depends on the articulation between contextualized pedagogical practices, teacher mediation and favorable educational environments, being influenced by social, cultural and structural factors. It is concluded that literacy, when understood as a sociocultural and political phenomenon, constitutes an essential instrument for the integral development of the child and for the reduction of educational inequalities from the first years of life.