ABSTRACT:
The present article discusses some consequences of policies of expansion of compulsory schooling for early childhood education and their connections with elementary school. It problematizes the repercussions of these policies for the children’s cultural development, based on historical-cultural psychology. It argues that the extension of compulsory schooling has significant impact on the ways of experiencing childhood and if it is not accompanied by necessary conditions to improve the education quality, it can deny development possibilities to Brazilian children.
Keywords:
Early childhood education; Compulsory schooling; Child development; Historical-cultural psychology