Abstract
It is intended in this article to demonstrate that in children's books, the dialogical relationship and intersemiotic fusion between verbal and iconic languages create a poetic atmosphere of real meaning that seems indispensable in aesthetic-literary formation of the pre-reading child. In fact, in the hermeneutical process of appropriation and construction of meanings, alone or by the hand of an adult-mediator, the child is a co-creator of the textual universe, engaging an enunciative journey of intense interpretative cooperation. It is also intended in this article to question the place of books in the kindergaten and their contribution to the cognitive, social and emotional development of children in preschool age, giving to the adult-mediator a decisive role in this construction process particularly through the use books of aesthetic and literary quality.
Keywords:
literature for children; pre-school education; aesthetic and literary education; child development