CHILDREN’S LITERATURE AND THE DEVELOPMENT OF ORAL AND WRITTEN LANGUAGE IN EARLY CHILDHOOD: CONTRIBUTIONS OF FAMILY AND SCHOOL CONTEXTS

Abstract

Children’s literature constitutes an essential element in language development from the earliest years of life, fostering children’s integration into written culture while expanding their opportunities for interaction, communication, and learning. In this context, this study aimed to reflect on the impact of children’s literature on the development of oral language and writing skills in children, as well as to analyze the influence of family and school environments on this process. This qualitative study was conducted through a literature review based on the critical analysis of books, peer-reviewed journal articles, and normative documents published in academic databases. The findings indicate that frequent exposure to children’s literature expands vocabulary, facilitates the acquisition of more complex syntactic structures, strengthens phonological awareness, and enhances narrative competence, thereby establishing a solid foundation for literacy and written language development. Furthermore, shared reading, storytelling, story retelling, dramatization, and the exploration of different literary genres promote reading comprehension, critical thinking, creativity, empathy, and emotional regulation. The analysis also demonstrates that the effectiveness of these contributions depends on the coordinated involvement of schools and families through frequent, interactive, and pedagogically intentional literary experiences. It is concluded that children’s literature extends beyond its recreational function, constituting an indispensable pedagogical resource for the development of linguistic competencies and children’s holistic development, while contributing to the formation of autonomous, critical, and socially engaged readers.