CHILD DEVELOPMENT AND LANGUAGE

epistemological implications from cultural-historical theory

Abstract

This article discusses the epistemological aspects of child and language development. Part of a research (2017-2020), the study addresses the epistemological implications of child development, based on authors such as Vygotsky, Luria, Leontiev, Bakhtin and others. In activities to train children as subjects of language, the teacher can provide learning situations that drive the formation of higher psychic functions in Early Childhood Education and the early years of Elementary School. It is concluded that language plays a key role in child development, and it is up to the school to plan and execute activities for this purpose. In view of this, it is essential to know the epistemological implications on development with a focus on language, with a view to the appropriation of maximum human qualities by the child in relationships with others, through activities that make sense to them.