Early Childhood Education within the pandemic context: literature as a right for young children

Abstract

This paper will analyze teaching proposals related to working with literature in Early Childhood Education, in the context of remote education, experienced during the physical absence imposed on students and teachers by the Covid-19 pandemic. We will identify how such proposals were developed, the possibilities and boundaries of online mediation for children between 12 months and six years old. Literature, in its written skill, and present in a very special way in the books that support the practices described and analyzed in this paper, is understood as art and, therefore, as a structuring element in the shaping of subjectivities. Working with literature from an early age requires knowledge about the structure of bibliographic collections, selection criteria for works and proper mediations, which are key elements for the training process of young readers. The practices outlined in this paper highlights the quality of children's literature books, which is consolidated into the graphic design, choice and dealings with the theme, verbal text and images. The strategies for children's mediation, interaction and training, developed in collaboration with families, will be also highlighted by the online guidelines made available during the period of physical distancing. It is concluded that the teaching proposals analyzed in this article acknowledge and respect the potential of babies and other young children by reinforcing the literary, aesthetic and ethical aspects present in the works — through planning, mediations and interactions established between children and adults.