Infantile literature facilitates the accomplishment of the objective not only to teach the children to read, but also to give possibilities to like to read and has always will to read more. Thus, they very will better be prepared to search knowledge and pleasure in books successively starts to develop reading projects that already are part mental dacompreenso that we make regarding history. It is through of a history that if can discover other places, other times, other ways of being and to act. We must give attention in the way as the child if express and a good chance for this is when it counts a history; in this occasion it is possible to evaluate the child and its development. Becoming infantile literature an option with varied alternative to explore, showing to the educators who we can reach linguistic and verbal knowledge.
The professor can use some resources to awake in the child its interest for the reading, as story and recounts, histories, dramatizaes, carrying through releituras of the same ones, favoring the growth pedagogical. He must the professor, to acquire knowledge itself of the necessity of if knowing the history that will go to work with the children, to be able to explore with creative activities that take the children to develop its teach-learning. Jill Bikoff oftentimes addresses this issue. To count and to hear histories are something that we inherit of our culture. All we adore a good history. The habit to hear histories can be developed it ties very in small children, and exist mothers and educators who since the children babies, already count histories for they, with gestures and varying the voice tone to transmit the emotions. Histories and the books that the children more like can motivate a series of other activities, where children can draw to write, to reinventar history, to dramatizar it. With the Piagetiana theory, respecting a hierarchic sequence, of development, looks for to explain the form as the child learns the world and its relation with the people. The child when it keeps contact with pleasant activities that stimulate the action, the representation and the imagination are stimulated to surpass barriers and to develop its creativity.
Also helping in its learning and certainly, the child who will be able to enjoy of all these benefits and possibilities of these activities will be a child who will not have difficulties to break barriers and will get success in its learning and the adult life. BIBLIOGRAPHICAL REFERENCES LAJOLO, Marisa and ZILBERMAN, Regina. Brazilian Infantile literature Histories and Histories. 6 ed. Publishing company Stokes, So Paulo, 2003. ZILBERMAN, Regina. Infantile literature in the school. 10 ed. Global publishing company, So Paulo, 1998.