摘要：The present study aims to bring into light reflective dialogues over child development from the contributions brought by cultural-historical psychology and critical-historical pedagogy in the field of early child education.The bibliographic-analytical research supports its analyses in the epistemology of the dialectical-historical materialism when the human development conditioned to the real circumstances of existence is understood.The thematic categories found in the analyzes were the periodization of child development and the organization of its teaching practices, which restated that the historical totality permeated by the conditions of life and education are determining factors for psychic development.As consequence, it was possible to conclude that the pedagogical treatment based on the theoretical matrices presented for early child education, proposes a break of the naturalist conception, emphasizing the need for pedagogical intentionality based on the periodization of development.
